Pursuant to the provisions of Chapter 150E of the
General Laws of Massachusetts, THIS CONTRACT IS MADE THIS 6th day of
June, 2012, by the SCHOOL COMMITTEE OF GEORGETOWN MASSACHUSETTS (hereinafter
sometimes referred to as the Committee) and the GEORGETOWN EDUCATION
ASSOCIATION (hereinafter sometimes referred to as the Association).

1. Recognizing
that our prime purpose is to provide education of the highest possible quality
for the children of Georgetown, and that good morale within the teaching staff
of Georgetown is essential to achievement of that purpose, we, the undersigned
parties to this contract, declare that:

a. Under
the laws of Massachusetts, the Committee elected by the citizens of Georgetown,
has final responsibility for establishing the educational policies of the public
schools of Georgetown, Massachusetts.

b. The
Superintendent of Schools of Georgetown (hereinafter referred to as
Superintendent) has responsibility for carrying out the policies so
established.

c. The
teaching staff of the public schools of Georgetown has responsibility for
providing in the classrooms of the schools education of the highest possible
quality.

d. Fulfillment
of these respective responsibilities can be facilitated and supported by
consultations and free exchanges of views and information between the
Committee, the Superintendent, and the teaching staff in the formulation and
application of policies relating to wages, hours, and other conditions of
employment for the teaching staff, and so on.

e. To give effect to these declarations, the following
principles and procedures are hereby adopted.

1. For the purposes of collective
bargaining with respect to wages, hours, and other conditions of employment,
the negotiation for collective bargaining agreements, and any questions arising
thereunder, the Committee recognizes the Association as the exclusive
bargaining agent and representative of all professional employees as such
employees are defined in Chapter 150E of the General Laws of Massachusetts,
except Principals, Assistant Principals, Director of Special Education,
Director of Curriculum and Instruction, Director of Finance and Operations,
Nurse Leader and Director of Athletics.

2. Compensation and other conditions of
employment subject to the provisions of this Contract, the wages, hours, and
other conditions of employment applicable on the effective date of this
Contract to the employees covered by this Contract shall continue to be so
applicable.

1. The Committee hereby accepts the
provisions of Section 17C of Chapter 180 of the General Laws of Massachusetts
and, in accordance therewith, shall certify to the Treasurer of

Georgetown all payroll deductions for the payment of
dues to the Association duly authorized by employees covered by this Contract.

2. The Committee agrees to require, as a
condition of employment, that all teachers except those teachers certified as
members to the Committee by the Association pay annually or by dues deduction
to the Association as of the thirtieth (30th) day subsequent to the effective
date of this Agreement, or the thirtieth (30th) day subsequent to the execution
of this Agreement, whichever is later, an agency service fee which shall be
commensurate with the cost of collective bargaining and contract administration
as determined solely by the Association and which amount shall be certified
annually to the Committee by the Association.

3. The monies referred to shall be
remitted to the Association Treasurer by the school department on or before the
tenth (10th) day following the issuance of the paycheck from which the
deductions were made.

4. The Association will be provided with
the names and addresses of all unit members within ten (10) days of the opening
of school each September.

5. The Association shall indemnify and
save the Committee and/or the Town of Georgetown harmless against all claims,
demands, suits, or other forms of liability which may arise by reason of any
action taken in making deductions and remitting the same to the Association
pursuant to paragraphs 2 and 3 of this Article.

6. Sign-up for tax-sheltered investments
shall be made available to all bargaining unit members once during the school
year. (Beginning in September for ninety [90] days.)

1. The purpose of the procedure set
forth hereinafter is to produce prompt and equitable solutions to those
problems which from time to time may arise and affect the conditions of
employment of the employees covered by this Contract. The Committee and the
Association desire that such procedure shall always be as informal and
confidential as may be appropriate for the grievance involved at the procedural
level involved: and nothing in this Contract shall prevent any such employee
from individually presenting any grievance of the employee.

LEVEL ONE: An employee
with a grievance will present it to his/her Principal either directly or with a
representative of the Association. In the event that the employee is not
directly responsible to an individual Principal, then he/she will present it to
his/her immediate supervisor.

LEVEL TWO: If at the end
of ten (10) school days next following such presentation the grievance is not
resolved to the satisfaction of the grievant, the employee and a representative
of the Association may within ten (10) school days thereafter present the
grievance in writing to the Superintendent, who shall meet to discuss the
grievance with the employee and the President of the Association or his/her
designee within ten (10) school days after receipt of the written grievance.

LEVEL THREE: If at the
end of ten (10) school days next following the meeting with the Superintendent,
the grievance is not resolved to the satisfaction of the grievant, the employee
may within ten (10) schools days thereafter present the grievance in writing to
the School Committee, which shall, with the Superintendent, meet with the
employee and/or counsel, and/or an authorized representative of the
Association, within twenty (20) school days in an effort to settle the
grievance.

LEVEL FOUR: If the grievance is not resolved to the
satisfaction of the employee and the Association within twenty (20) school days
after the meeting with the Committee, and if the grievance shall involve the
interpretation or application of any provision of this Contract, the
Association may, within twenty (20) school days, submit the grievance to the
American Arbitration Association for binding arbitration in accordance with the
procedure set forth in Article IIIA.

2. If at the end of the fifteen (15)
school days next following the occurrence of any grievance, or the date of
first knowledge of its occurrence by any employee affected by it, the grievance
shall not have been presented at Level One of the procedure set forth in Section
1 above, the grievance shall be deemed to have been waived; and any grievance
in course under such procedure shall also be deemed to have been waived if the
action required to present it to the next level in the procedure shall not have
been taken within the time specified therefore by the said Section l.

3. If any employee covered by this
Contract shall present any grievance without representation by the Association
the disposition, if any, of the grievance shall be consistent with the
provisions of this Contract and, if the Association shall so desire, it shall
be permitted to be heard at each level of the procedure under which the
grievance shall be considered.

4. No written communication, other
document, or the record relating to any grievance shall be filed in the
personnel file maintained by the School Department of Georgetown for any
employee involved in presenting such grievance.

1. In the event the Association submits
a grievance to arbitration, the arbitrator shall be selected according to and
governed by the following procedure: The arbitrator is to be mutually selected
by the Committee and the Association. If the Committee and the Association
cannot agree, within seven (7) school days after written notice specified above
of the intention to arbitrate, then the party demanding arbitration shall
within three (3) school days thereinafter, request the American Arbitration
Association to provide a panel of arbitrators. Said arbitrator is then to be
selected under the provisions of the Voluntary Labor Arbitration Rules now, or
hereafter, in effect. The Voluntary Labor Arbitration Rules shall also govern
the procedure at any arbitration hearing.

2. The fees of the American Arbitration
Association and of the arbitrators and the expense of any required hearing
shall be shared equally by the Committee and the Association, but each party
shall bear the expenses of its representative, participants, witnesses, and for
the preparation and representation of its own case.

3. The Arbitrator's award shall be in
writing and shall set forth his/her findings of fact with reasoning and
conclusions. He/She shall arrive at his/her decision solely upon the facts,
evidence, and contentions presented by the parties through the arbitration
proceeding. The arbitrator shall have no power to add to, subtract from, or
modify any of the terms of this Agreement. Subject to the foregoing, the
decision of the arbitrator shall be submitted to the School Committee, the
Association, and shall be final and binding upon the Committee, the Association
and the teacher or group of teachers who initiated the grievance.

4. The parties may, by mutual agreement,
submit more than one (1) pending grievance to the same arbitrator.

1. Whenever any vacancy in a
professional position occurs during the school year (September to June), it
will be adequately publicized by the Superintendent by means of a notice placed
on the Teachers' Lounge Bulletin Board in every school. During the months of
July and August, written notice of any such vacancy will be mailed to the
Association President and posted in the Superintendent's and Principals'
offices. In both situations, the qualifications for the position, its duties,
and the rate of compensation will be clearly set forth.

2. All qualified teachers of the
Georgetown School System will be given fourteen (14) days from the date of
posting to make application for such positions, and the Superintendent and/or
Principal agrees to give due weight to the professional background and
attainments of all applicants, the length of time each has been in a school
system and other relevant facts.

3. Whenever a vacancy in a professional
position occurs, it will be filled by a temporary or permanent appointment within
thirty (30) days. A permanent appointment must be made within a reasonable
period of time. Teachers who have applied in writing for such positions will be
notified in writing by the Superintendent of the action taken regarding their
application within thirty (30) days. Teachers who are refused such positions
are entitled to an interview with the Superintendent and/or Principal for the
purpose of learning the reason for the action taken, as perceived by the
Superintendent and/or Principal.

4. Appointments will be made without
regard to race, color, religious creed, national origin, gender, sexual
orientation, genetic information, ancestry, age, or political affiliation.

1. All openings for summer school and
for positions under Federal Programs will be adequately publicized by the
Superintendent in each school building as early as possible and teachers who
have applied for such positions in writing will be notified in writing by the
Superintendent of the action taken regarding their applications within thirty
(30) days.

A statement giving these dates during which proposals
for summer curriculum projects will be accepted will be adequately publicized
by the Superintendent in each school building as early as possible and teachers
who have submitted proposals will be notified by the Superintendent of action
taken regarding their proposals with thirty (30) days.

2. Positions in the Georgetown Summer
and Evening Schools will, to the extent possible, be filled by regularly
appointed teachers in the Georgetown School System.

3. In filling such positions,
consideration will be given to a teacher's area of competence, major and/or
minor field of study, quality of teaching performance, attendance record in the
Georgetown School System, and previous summer school and evening school
teaching experience.

1. Full credit consideration will be
given for continuous previous outside teaching experience upon employment.
Consideration will also be given for teaching experience in established
programs of the Peace Corps, Vista, or military service.

1. Teachers will be notified in writing of
their teaching assignments, the schools to which they will be assigned, the
grades that they will teach, and any special or unusual class that they will
have, no later than July 15 whenever possible. It is understood, however, that
teaching assignments may change from time to time due to unforeseen
circumstances.

2. In order to assure that pupils are taught by
teachers working within their areas of competence, teachers will not be
assigned outside the scope of their teaching certificates and/or their major or
minor fields of study.

3. Teachers who desire a change in grade
or subject assignment will file a written statement of such desire with the
office of the principal not later than April 1. Such statement will include the
grade and/or subject to which the teacher desires to be assigned. Not later
than one (1) week prior to the end of school, the principal will notify each
teacher of the action taken in regard to his request for a change and will
discuss the reasons for such action.

4. Teacher assignments will be made
without regard to race, color, religious creed, national origin, gender, sexual
orientation, genetic information, ancestry, age, or political affiliation.

5. Teachers who are assigned to duties
in more than one (1) school in any school day shall be paid at the current IRS
rate per mile if they use their own vehicle for the purpose of driving between
schools.

6. No teacher shall be required to
perform duties which occur off of school property.

Said
starting and dismissal times are subject to modification by the School
Committee, but in no event shall the teacher workday be lengthened.

2a. The workday of classroom teachers
will begin five (5) minutes before the official starting time for students.
Elementary teachers shall be permitted to leave thirty (30) minutes and
middle/high school teachers ten (10) minutes after the closing of the student
school day.

2b 2b. At the Perley Elementary School
teachers will be on duty an average of five (5) minutes before or after the
school day.

At
the Penn Brook School members will be available for dismissal duty until 3:00
PM. There will be a rotation of five (5) members to remain on dismissal duty
from 3:00 PM to 3:15 PM only if needed. The principal will post the rotation
monthly. Teachers are not responsible for monitoring students who are involved
in a non-school activity (i.e., ski program). Health concern for unit members
on outside duty will be brought to the attention of the principal, and if
requested, the member will have the right to be relocated inside the building.
A doctor's note will be provided if requested by the principal. Members
continue to have the Friday flexibility of leaving before 3:15 PM, provided the
student dismissal has been completed. Penn Brook teachers shall have a 40-minute duty free lunch and no AM duties.

Either
party may, upon ten (10) days notice to the other, reopen this Agreement should
the Commonwealth of Massachusetts make any changes in the time and learning
standards promulgated to date.

2c. The Committee will institute a voluntary pilot
"flex time" program. The schedule of a teacher who volunteers to
participate in the pilot program may be subject to modification, but in no
event shall the teacher's workday be lengthened.

3. Teachers will have a duty-free lunch period
of at least thirty (30) minutes per day. Effective September 1, 1996
lunch/recess time at the elementary level shall be reduced by ten (10) minutes
per day from that in effect during the 1995-1996 school year, and the fifteen
(15) minute recess at the Perley and Penn Brook Schools shall be eliminated.

4a. All teachers in the Senior High School,
exclusive of department heads, will, in addition to their lunch period,
normally have no more than the following teaching assignments:

Five (5) teaching periods per day One (1) preparation
period per day

One (1) duty period or departmentally directed meeting.
Assigned study hall, corridor duty occurs three [3} days out of a seven-day
cycle. Corridor duty will not change without meeting and consultation with the
Georgetown Education Association. Corridor duty will include two sweeps of the
assigned area; one at the beginning and one at the end of the period for 3 of
the seven days in the cycle. All teachers will be required to stand in front of
their classroom doors between classes during passing time to provide an adult
presence. Departmentally directed meetings occur three (3) days out of a
seven-day cycle.

Departmentally directed meetings shall occur for a
period of ninety (90) days in each school year that the present schedule remains
in effect, and shall include the following:

● Define
department goals and objectives.

● Examine
and discuss curriculum frameworks for subject areas.

● Identify appropriate
professional development areas around curriculum and instruction and discuss
with the Curriculum Director.

● Revise
curriculum to align with Frameworks.

● Review
and recommend course changes and/or new courses.

● Review
curriculum guides for all courses after they have been developed.

● Develop
scope and sequence for all courses within the department.

● Identify, discuss, and design
forms of alternative assessment which meet state Frameworks and MCAS
requirements.

● Discuss
timeline and budget for above.

The Curriculum Director will attend and participate in
these meetings and shall have the opportunity to contribute to the agenda. The
building principal will be provided agendas and minutes of the meetings on the
form provided in Appendix K.

4b. Middle school teachers of language arts,
mathematics, reading, science, social studies, and special education will, in
addition to their lunch period, have the following teaching assignments:

Five (5) teaching periods per day

One (1) preparation period per day

One (1) team period
for four (4) days in a seven-day cycle; the schedule and agenda of the team
period to be determined by the "core team," as defined above.

The Principal or his/her designee will assign
supervisory duties as defined in Section 4a during 2 days out of the 7-day
cycle.

In
the event that no reasonable coverage is available, study hall coverage can be
assigned during team time. Study hall coverage can be assigned a maximum of one
(1) team period within a four-day rotation of team periods.

4c. Middle School Team Leaders: Team Leaders
will be responsible for the development of core team design for their specific
grade level and lead all scheduled team meetings focusing on the following
topics: curriculum; instruction; assessment; special education and guidance;
student work; parent interaction, and planning. Team Leaders will attend
monthly meetings with administration and will be responsible for the planning,
preparation and communication for class trips. Middle School Team Leaders shall
not be assigned duties.

4d. The administration shall continue the present
practice of scheduling part-time teachers for classes and/or study halls within
a block of consecutive periods whenever practicable. Part-time teachers shall
have duties, preparation time, and meeting responsibilities in direct
proportion to the percentage of teaching time for which they are compensated. A
reasonable effort will be made to schedule consecutively the teaching,
preparation, and duty responsibilities of part-time teachers.

5. Departments Heads:

a. Department Heads are personnel
charged with the responsibility of specific subject contents of areas from
Grade 6 through 12.

b Department Heads in departments of less than
three (3) may be required to carry a normal teacher load.

c The Department Head shall discuss
with the principal all facets of his/her department and conferences between
both shall be held at mutually convenient times.

d The Department Head shall share
responsibilities for supervision of teachers and classrooms; orientation of new
teachers to the curriculum and department procedures; developing and revising
curriculum guides; assisting, whenever possible, in the selection of new
teachers; evaluation of the program; submitting budgets for the department to
the Principal of the school; presenting purchase orders for approval;
accounting for equipment, materials and textbooks; articulation with the
elementary schools, middle school, colleges, universities; planned meetings;
recommending in-service programs and workshops to the Principal and/or
Superintendent; providing leadership and direction to same; attending
professional meetings as approved by the Principal and/or Superintendent; and
submitting reports as directed by the Principal and/or Superintendent. The
Department Head shall fulfill his/her duties as described herein to the
satisfaction of his/her supervisory Principal.

e Department Heads in Middle/High
School will, in addition to their lunch period, have no more than the following
teaching assignments:

Four (4) teaching periods per day. Remaining time will
be devoted to the discharge of department functions.

Department
Heads shall work four (4) days in the summer at their per diem rate. The
building principal and the department head will mutually agree upon the
scheduling of said four (4) days.

f All Department Heads shall be
trained in the evaluation process.

6. Middle/High
School teachers will not ordinarily be required to teach more than two (2)
subjects, nor more than a total of three (3) teaching preparations within said
subjects at any one time.

7. Every
attempt will be made to keep to an absolute minimum the number of different
teaching rooms to which Middle/High School teachers are assigned.

8. School
time will be provided for Middle School teams to meet to make recommendations
for student placement schedules for the following academic year.

9. In
the event that a Middle/High School teacher is assigned to teach a sixth (6th)
course for a full year or a full semester, s/he shall be compensated at twenty
per cent (20%) of his/ her base compensation earned during the time period in
which the course is taught.

10. All
elementary members, shall be guaranteed a minimum of two hundred (200) minutes
per week of preparation time. One prep period a week will be used for grade
level meetings, and/or grade level and/or intra-grade planning. The principal
shall schedule no more than two (2) meetings per month during this
team/preparation time.

Building principals will attempt to provide elementary
teaching specialists with reasonable preparation time. Concerns will be brought
to the attention of the Superintendent.

12. The
Committee shall employ a sufficient number of part-time teachers' aides to
relieve all teachers of all cafeteria duty, provided that teachers be available
on an emergency basis to assist in the cafeteria.

13. The
work year of teachers covered by the salary schedule set forth in Appendix A
shall be no more that one hundred eighty-five (185) work days for teachers new
to Georgetown and one hundred eighty-four (184) work days for teachers who have
had experience in the Georgetown School System. Three (3) of these days shall be
full staff development days, and one (1) day for new teachers will be an
orientation day.

The Committee will notify the Association of its intent
to begin school before Labor Day on or before January 1st preceding
the subsequent school year.

The agenda for professional development days shall be
sent to the President of the Association for informational purposes at least
ten (10) school days prior to their occurrence.

14. Unit
members will attend up to three (3) evening activities each school year as determined
by the District.

15. Effective
September 1, 2015 the Mentor Supervisor will receive a stipend of two thousand
dollars ($2,000) per year with one (1) in-service credit plus fifteen (15)
PDP's. A teacher mentor will receive a stipend of one thousand dollars ($1,000)
per mentee per year with one (1) in-service credit plus fifteen (15) PDP's.

All communications between the mentor and the mentee
are confidential.

The parties have agreed to an evaluation instrument, which
is incorporated by reference into the collective bargaining Agreement. (See
APPENDIX 1.)

1. The
parties agree that the observation and evaluation of the teaching staff shall
be for the primary purpose of improving the effectiveness of the teachers. It is
also urged that all observations be followed up by a conference at the earliest
possible convenience for both the supervisor and the teachers.

2. All
observation of the teaching performance of any teacher shall be conducted
openly and with the full knowledge of the teacher. No evaluation of any teacher
by any supervisor shall be considered final until the supervisor shall have
observed the teacher at work at least two (2) times, or three (3) times if the
teacher shall promptly after the second observation request that he/she be
observed again. No teacher shall receive adverse comments orally from any
observer in the presence of pupils.

3a. A
teacher will have the right, upon request, to review the contents of his/her
personnel file. A teacher will be entitled to have a representative of the
Association accompany him/her during such review.

3b. No
material derogatory to a teacher's conduct, service, character or personality
will be placed in his/her personnel file unless the teacher has had an
opportunity to review the material. The teacher shall acknowledge that he/she
has had the opportunity to review such material by affixing his/her signature
to a copy to be filed with the express understanding that such signature in no
way indicates agreement with the contents thereof. The teacher will also have
the right to submit a written answer to such material and his/her answer shall
be reviewed by the Superintendent and attached to the file copy.

4. The
GSC and GEA agree to commence negotiations in October, 2012. The goal of these
sessions is to align the evaluation system for teachers in accordance with the
new state regulations.

1. Teachers
without professional status who will not be re-appointed must be notified in
writing on or before June 15 that they will not be reappointed for the
following year.

2. Upon
written request, the Superintendent and/or Principal will grant the teacher one
(1) personal interview for the purpose of learning the reasons as perceived by
the Superintendent or principal for his/her failure to be re-elected. The
teacher and Superintendent or Principal are each entitled to representation.
Such appearance will be within fifteen (15) calendar days of the request.

1. The
Committee agrees that every effort will be made to limit class size to
reasonable numbers according to the following:

Teachers
of full five (5) credit subjects or their equivalent.

The maximum student load per teacher on a secondary or
a departmentalized level will not exceed 625-655 per week (average of 125-131
students per day).

Teachers
of full five (5) credit subjects or their equivalent will teach five (5)
classes, each meeting five (5) times per week for a total of twenty-five (25)
periods per week or the equivalent.

The maximum class size in subjects meeting more
frequently than five (5) times per week will reflect a proportion consistent
with the above figures.

Teachers of special subjects:

The
maximum student load per teacher in special subjects or areas where classes meet
fewer than five (5) times per week will not exceed an average of 135-141
students per day.

Teachers who have some full five (5) credit subjects and
some special subjects:

The
student load of such teachers will reflect an average consistent with the above
figures.

Teachers on elementary levels:

Maximum
teacher load will not exceed ninety (90) students per day based on the total
number of students in homeroom, mathematics and language arts classes.

Exceptions
to these provisions are permissible by mutual agreement between the Principal
and the teacher involved. In the event that such agreement is not reached,
exceptions may be made by agreement between the Association and the
Superintendent.

1. Teachers
will be entitled to sixteen (16) sick-leave days per year and said leave shall
accumulate from year to year without limitation. New teachers on the first day
of school will be granted leave on a pro-rated basis. Part-time teachers who
work five (5) days per week shall accrue the same amount of sick days as full
time teachers. Part-time teachers working less than five (5) days per week
shall receive sick leave proportionate to the amount of sick leave received by
a full time member. For example, a .8 unit member working only four (4) of the
five (5) weekdays shall receive .8 (or 80%) of the sick leave days.

2. In
addition to personal illness or injury, sick leave may be utilized for the
following purposes:

a. Two
(2) days when emergency illness or injury in the family requires a teacher to
make arrangements for necessary medical and nursing care

b. Five (5) days for a critical illness in the
immediate family.

3. Each
teacher will be notified upon request of the number of sick-leave days
accumulated thus far and the number of sick-leave days he/she has used during
the school year. The dates when sick leave was taken will be included.

4. In
recognition of dedicated service to the children of Georgetown, any teacher
covered by this Agreement who has taught for fifteen (15) continuous years in
the Georgetown School System, may obtain an increase in compensation in the
final year of teaching by following the established procedure.

Continuous service shall not include time spent on
leaves of absence.

Eligible teachers who desire to participate in this
program will notify the Superintendent of Schools by November 1 of the school
year in which they intend to retire of their intention to retire under the
provisions of the Massachusetts Teachers' Retirement Act. If such notice is
submitted in writing by November 1, then, at the conclusion of the final year
of teaching, all accumulated sick leave shall be wiped off the books and in
lieu thereof the individual concerned will receive thirty dollars ($30.00) per
day for each sick leave day surrendered in lump sum payment on or about July 1.

In the event the individual fails to retire under the
provisions of the Act immediately at the conclusion of the school year (unless
prevented from doing so by death) the teacher will agree in writing to repay to
the Town of Georgetown the differential between the salary which was actually
received under the provisions of this section and that which the teacher would
have received had he/she not submitted the intention to retire, said amount to
be deducted from the final summer paycheck of the school year.

It is understood that the giving of a notice of intent
pursuant to this provision is irrevocable, and that the teacher giving such
notice shall be required to retire at the conclusion of the school year, except
if extraordinary changes in the teacher's family or personal life require the
teacher to continue teaching. The term "extraordinary" shall be
interpreted in accord with the definition in Webster's International
Dictionary.

This benefit will be paid to the estate of any teacher
who follows the above procedure but dies prior to receipt of the benefit.

This Section 4 of the Agreement shall not apply to
anyone who begins employment in the Georgetown Public Schools on or after
September 1, 2012.

5. Along
with the initial paycheck in September, each teacher shall receive a written
accounting of his/her accumulated sick leave.

1. Teachers
will be entitled to the following temporary leaves of absence with pay each
school year unless otherwise stated:

a. It is recognized by all that absences
by regular teachers from the classroom may interrupt the educational process
and must, therefore, be held to an absolute minimum. In each school year,
however, up to three (3) days of sick leave may be utilized for imperative
personal business, legal obligations or religious holidays which could not
effectively be conducted outside of school hours.

Though reasons do not have to be cited, except as
provided hereafter, notification of dates for such leaves must be made in
writing to the Superintendent not less than seventy-two (72) hours before such
absence occurs whenever possible. Personal leave which extends a holiday or
vacation period shall be at the discretion of the Superintendent.

No half days will be granted for personal leaves of
absence.

b. Upon request, a teacher may be given
at least one (1) day for the purpose of visiting other schools or attending
meetings or conferences of an educational nature, such leave to be granted at
the discretion of the Superintendent.

c. A maximum of fourteen (14) days per
school year for persons called into temporary active duty of any unit of the U.
S. Reserves or the State National Guard, provided that such obligations cannot
be fulfilled on days when school is not in session. Teachers will be paid the
difference between their regular pay and the pay which they receive from the
state or federal government.

d. Up to five (5) days at any one (1)
time in the event of a death in the immediate family. In the event of a death,
other than in the immediate family, up to five (5) days may be allowed at the
discretion of the Superintendent.

e. For any employee absent for six (6)
consecutive school days, the Superintendent or Building Principal shall have the
right to request a physician's certificate of illness and fitness to return to
work from the employee.

f. Upon the immediate birth or adoption
the father shall be granted 10 days paid leave charged to accumulated sick time
for the purposes of child-rearing.

2. Teachers
who are called to jury duty in any county in which jury duty is required shall
receive leave with pay for the duration of such duty. Compensation shall be the
difference between jury-duty pay and the teacher's regular pay. Compensation
shall be continued as though teachers had not been absent. Teachers shall remit
to school committee any and all monies which he/she receives for jury-duty
compensation.

1. The
Committee agrees that teachers with professional teacher status designated by
the Association may, upon request, be granted a leave of absence for up to one
(1) year without pay for the purpose of engaging in Association (local, state
or national) activities. Upon return from such leave, a teacher will be placed
on the salary schedule at the level he/she would have achieved if he/she had
not been absent.

2. A
leave of absence without pay of up to two (2) years may be granted to any
teacher with professional teacher status who joins the Peace Corps, Vista, or
serves as an exchange teacher, and is a full time participant in either of such
programs. Upon return from such leave, a teacher will be placed on the salary
schedule at the level he/she would have achieved if he/she had not

been absent: Application will be made to the
Superintendent at least thirty (30) days prior to said leave.

4. Military
leave may be granted to any teacher who enlists in any branch of the armed
forces of the United States. Upon return from such leave, a teacher will be
placed on the salary schedule at the level which he/she would have achieved had
he/she remained actively employed in the system during the period of his/her
absence for up to a maximum of four (4) years.

The school district will follow Federal, State and Town
policies and/or bylaws in granting a military leave of absence.

4a. Maternity Leave of Absence

(1) Every full-time teacher who is
pregnant or who adopts shall be entitled to the leave set forth in M.G.L. c.
149, 105D. (See APPENDIX F, attached, for informational purposes only).

(2) Upon
satisfactory medical evidence of fitness to return to work, a teacher may
return to work.

(3) Actual disability caused by pregnancy
and childbirth during the aforesaid leave shall be treated as paid sick leave
and an employee will be permitted to use her accumulated sick leave for the
period of actual disability.

4b. Childrearing Leave of Absence

In the event a teacher desires a leave longer than the
eight (8) weeks provided by statute, the following procedure will be followed:

(2) Said childrearing leave should begin
at a time corresponding to the beginning of a new semester (or other
appropriate time such as after a vacation period) provided that, up to this
time, the teacher has the approval of her physician, and has the ability to
perform her assigned duties satisfactorily as determined by the Principal.

(3) Following the birth of a child, the
child's mother shall be granted a childrearing leave which will normally
terminate one (1) year from the September first following the termination of
pregnancy.

(4) Following the birth of a child, the
child's father shall be granted a childrearing leave of up to one (1) school
year. Under ordinary circumstances, such leave may only commence at the
beginning of a school year.

(4) Following the adoption of a child,
either parent shall be granted a childrearing leave of up to one (1) school
year pursuant to this Article. Under ordinary circumstances, such leave may
only commence at the beginning of a school year.

(6) Leave taken pursuant to this Article
shall be without pay or increment or credit toward professional teacher status
and must be consecutive. The return to full-time employment shall constitute a
termination of childrearing leave.

(7) Return to service will be at the
beginning of a school year unless the Superintendent consents to a teacher's
return during the school year, or in case of a leave pursuant to paragraph (3)
above, consent to her return at the beginning of the school year immediately
following the termination of pregnancy. Such leave(s) may be extended by the
Superintendent.

(8) All benefits to which a teacher was
entitled at the time of his/her leave of absence commenced, including unused
accumulated sick leave, less any sick leave utilized pursuant to this Article,
shall be restored to him/her upon his/her return, and he/she shall be assigned
to the same position which he/she held when the leave commenced, or to the most
substantially equivalent position available.

5. After
five (5) years of continuous employment in the Georgetown School System, a
teacher will be granted a leave of absence,
without pay or increment, for up to one (1) year for health reasons. Request
for such leave will be supported by appropriate medical evidence.

6. Other
leaves of absence without pay may be granted by the Superintendent.

7. Effective
September 1, 1989, all benefits to which a teacher was entitled at the time of
his/her leave of absence, including unused accumulated sick leave, will be
restored to him/her upon his/her return and he/she will be assigned to the same
position which he/she held at the time said leave commenced or to the most
substantially equivalent position that is available.

8. All
requests for leaves will be applied for and answered in writing.

9. Teachers
may be granted a leave of absence without pay or increment for one (1) year for
the purpose of advanced graduate work, foreign exchange or overseas duty, or
work on a research project directed by a university or governmental agency.
Effective September 1, 1989, upon returning to the Georgetown School System,
the teacher shall be assigned to the position he/she held prior to leaving or
to the most substantially equivalent position that is then available.

10. In
the normal course of a leave of absence the teacher shall notify the
Superintendent by March 15 of his/her intention to return the following
September following expiration of, his/her leave. All requests for extensions
or renewals of leaves must be applied for in writing on or before March 15 of
each year in which the leave expires. Decisions on such requests will be
confirmed in writing by April 15. If the leave does not run from September 1
through August 31, the teacher will provide the Superintendent with at least
thirty (30) days notice of his/her intention to return.

11. The
above said leaves will not be taken consecutively.

12. Leaves
of absence shall not be granted during the school year for vacation or entertainment
purposes.

13. The
Committee will apply the terms of this Agreement in a manner consistent with
the Family Medical Leave Act. Leave entitlement under state law, this
Agreement, and FMLA run concurrently when they cover the same type of leave.

The Association will be provided in advance
with one (1) copy of the agenda for School Committee meetings and one (1) copy
of the minutes of each meeting once approved. Said copy to be delivered to the
President of the Association by inter-school mail.

In the event that Massachusetts State Legislature sees
fit to increase the percentage payable by cities and towns toward Health
Insurance, and it is adopted by the Town of Georgetown, the Committee will pay
the maximum percentage permitted by the law effective the day and year
designated by the Great and General Court.

The Committee will pay the reasonable expense
(including fees, meals, lodging and transportation) incurred by teachers who
attend workshops, seminars, conferences, or other professional improvement
sessions at the request and/or with the advance approval of their principal or
immediate superior and Superintendent. Teachers will receive reimbursement for
travel at the rate of the current amount per mile established by the Internal
Revenue Service for attendance at the above meetings.

During designated professional development time,
members providing training/professional development as a presenter for
colleagues shall be compensated at the rate of $30 per hour of prep equivalent
to the number of hours of presented material.

Desiring to reward professional performance and
encourage independent research and achievement, the Board hereby initiates this
policy of sabbatical leaves for teachers, to be granted upon the recommendation
by the Superintendent and the approval of the School Committee, for approved
scholarly programs of study or travel, not to exceed one year.

Eligibility:

Any permanent member of the professional staff who has
served seven (7) or more years in the Georgetown Public School System may
request said leave. Not more than two (2) members of the total professional
staff shall be granted the leave during any one (1) school year, but the number
of leaves, if any, shall be at the discretion of the Superintendent.

Duration:

A sabbatical leave may be granted for one (1) full
semester or two (2) full consecutive semesters only.

Application & Selection:

Application must be filed with the Superintendent no
later than November 1 of the school year previous to the school year for which
the leave of absence is requested. In the event a number of applications in
excess of two (2) are received, the following factors will be taken into
account in assigning leave:

1. Educational
value of the proposed project to the school system.

2. Length
of service in the Georgetown Public School System.

3. Representation
of areas of teaching in the system (i.e., middle school, high school,
elementary, vocational, special).

4. Priority
of application (date).

Second leave:

A second or third leave shall not be authorized unless
and until one shall have reestablished eligibility by serving another period of
seven (7) years.

Salary:

Staff members on
leave of absence will receive one-half (1/2) of the salaries which they would
have received if they had remained on active duty for a leave of two (2)
consecutive semesters. Staff members on leave of absence will receive all of
their regular salaries which they would have received if they had remained on
active duty for a leave of one (1) semester. The tenure, regular salary
increments and status are thereby not impaired upon returning to the Georgetown
School System.

Required before leave is taken:

A staff member who has been granted a sabbatical leave
shall file with the Superintendent a written agreement stipulating:

1. That
he/she will remain in the service of the Georgetown School System for a period
equal to twice the length of such leave.

2. That
in default of this agreement, he/she will refund to the Town of Georgetown the
amount of salary received while on said leave except that for reasons of
illness or disability, which prevents the teacher's return to active
employment, death, or discharge from his/her position by the Committee the
default shall be forgiven.

3. That
upon returning to the Georgetown School System, the teacher will be assigned to
the position that he/she held prior to leaving or a position that is acceptable
to both parties.

The parties agree that Article XIX will remain in the
Agreement on the understanding that the grant of sabbatical leave is entirely
discretionary with the Committee and, subject to law, can be granted or not
granted for any reason whatsoever.

For each completed
term as an elected member of a school council/c, employees covered by this
Agreement will receive (3) Professional Development Points (PDP) to be applied
to any required recertification. Teachers participating on vertical teams, and
curriculum-related committees at the district-level shall receive in-service
credit (30 hours for 3 credits).

1. The
basic salaries of all persons covered by the Agreement are set forth in
Appendices "A" and "E" which are attached hereto and made a
part hereof.

2. Salaries
of those personnel having administrative responsibilities, and differentials
for personnel having supervisory responsibilities, extracurricular assignments,
athletic coaching, and nurses are set forth in Appendices "B",
"C", "D" and "E".

3. All
persons on the salary schedule set forth in Appendices "A" and
"E" will have the option of being paid either in twenty-six (26)
bi-weekly installments or twenty-one (21) bi-weekly installments, or they may,
upon written request prior to October 1, receive a check for the last six (6)
installments on the last scheduled work day for teachers. (May be postdated not
later than the first pay period in July).

The
first salary installment will be paid on the second Friday after the
commencement of school (i.e., the Friday of the week following that on which
Labor Day falls).

If
the first Town payroll in September occurs during the week in which Labor Day
falls, bargaining unit members who are employed during the previous school year
will receive the first installment of the twenty-one (21) or twenty-six (26)
payroll payments on the first Friday following Labor Day. New teachers, on the
first Friday following Labor Day, will receive fifty per cent (50%) of a
twenty-one (21) or twenty-six (26) payroll installment. The remaining fifty
per cent (50%) will be received on the last pay period in the school year. The
above procedure is only applicable where the Town's bi-weekly payroll does not
fall during the second Friday in September following Labor Day.

The
lump-sum option is not available to personnel hired on a twelve (12) month
basis.

4. A
longevity payment will be added to each employee's annual salary according to
the following schedule:

2012-2013

2013-2014

2014-2015

Years 11-15 $1200
annually

Years 16-20 $1800
annually

Years 21-25 $2400
annually

Years 26-30 $3000
annually

Years 31-35 $3600
annually

Years 36+ $4200
annually

Part-time employees will be paid on a pro-rata basis,
depending upon the percent of full-time employment for their particular
position.

Part time teachers who have previously taught full time
for ten (10) years or more in the district shall be compensated at the same
rate as full time teachers.

The above payments will be paid in a lump sum to
employees in the first payroll period in December 2009, and annually in
December thereafter.

5. Continued
salary-schedule increments will not be automatic beyond Step 4, Scale I without
satisfying the following requirements:

a. A teacher shall produce evidence of
completion of not less than three (3) semester hours of study previously
approved by the Superintendent during the preceding three consecutive years.

b. Teachers on maximum who have not
completed three (3) semester hours of study within the three (3) preceding
consecutive years shall not be automatically moved to any maximum salary caused
by a salary-schedule-negotiated change until such credit is approved by the
Superintendent.

c. The approval of credits will be
granted for courses accepted under an accredited college or university program,
or for courses directly related to the teacher's area of concentration. Credit
will also be granted for workshops, in-service courses, and other programs
related to the teacher's area of concentration, which have the prior approval
of the Superintendent.

d. Section 5 does not apply to any teacher at
the Master's level.

e. A unit member holding an earned
Doctorate shall receive an additional salary in the amount of fifteen hundred
dollars ($1500) as part of his/her yearly compensation package as reported to
the Massachusetts Teachers Retirement System.

f. Teachers employed prior to September
1, 1993 who are placed on Scale 7 based upon Bachelors' Degrees plus thirty-six
(B+36) credits will be eligible, effective September 1, 2003, for placement on
Scale 8 if they have achieved Bachelors plus fifty-four (B+54) credits and on
Scale 9 if they have achieved Bachelors plus seventy-two (B+72) credits. Any credits
earned after September 1, 2003 by teachers on Scale 7 without a Masters Degree
for placement on Scales 8 and 9 must be graduate credits approved in advance by
the Superintendent. The computation of credits beyond the Bachelors Degree will
be based upon credits on file in the Superintendent's office on or before
September 1, 2003.

6. No
person receiving a stipend above the regular salary schedule placement as
director, department head, or Schedule B, shall be employed as a coach of more
than one (1) sport.

7. To
receive credits on the salary schedule during the school year the official
transcript must be received by February 15. Any increase on the salary schedule
will then be effective March 1.

The Committee is a public body established under, and
with the power provided by, the statutes of the Commonwealth of Massachusetts.
As the elected representatives of the citizens of Georgetown charged with the
responsibility for the quality of education in, and the efficient and
economical operation of, the Georgetown School System, it is acknowledged that
the Committee and the Superintendent have the final responsibility of
establishing the education policies of the Public Schools of Georgetown.

Nothing
in this Agreement shall be deemed to derogate or impair the powers and
responsibilities of the Committee and the Superintendent under the statutes of
the Commonwealth or the rules and regulations of any agencies of the
Commonwealth. As to every matter not expressly covered by this Agreement and
except as directly modified by a specific provision of this Agreement, the
Committee and the Superintendent retains exclusively to itself all rights and
powers and responsibilities that it has or may hereafter be granted by law, and
may exercise the same at its discretion, subject to the grievance-arbitration
on provisions of this Agreement.

1. In
consideration of the terms of this Agreement and the legislation which
engendered it, the Association and its members individually and collectively,
agree for the term hereof, that they shall not cause, condone, sponsor,
sanction, assist or participate in any strike, work stoppage, concerted absence
or refusal to perform assigned duties, or other illegal activities directed
against the Georgetown School System.

2. The
Association further agrees that should any strike, sit down, stay in, slow
down, work stoppage, withholding of services or any other interference occur
(regardless of the lack of Association connection with the activity), it shall
put forward every effort to immediately have the activity terminated, including
ordering persons concerned to return to work.

3. Teachers who participate in any such
activities may be disciplined or discharged as the Superintendent in his/her
judgment deems proper and said disciplines shall be final and binding on the
parties affected thereby, subject to the grievance and arbitration procedure.

4. The Association agrees to reimburse
the Committee for any monies expended as a result of a strike or any other
conduct described in Section I above authorized by the Association.

5. In connection with any negotiations for a
successor agreement to this Agreement, said negotiation shall be conducted
without the threat of strikes by either party and any outstanding differences
shall be referred to the mediation, fact-finding or other statutory impasse
procedures provided by law.

If the Committee should decide to reduce the number of
positions in the bargaining unit, each department and/or classification listed
below shall constitute a separate unit for purposes of layoff and recall:

A. Pre-K-6

B. Secondary, e.g.

1. English

2. Science

3. Mathematics

4. Social Studies

5. Foreign Language

6. Business Education

7. Reading

8. Practical Arts

a. Home Economics

b. Industrial Arts

9. Music K-12

10. Physical Education/Health K-12 or Physical
Education K-12

11. Art K-12

12. Guidance K-12

13. Special Needs K-12

14 Librarians and Media Specialists K-12

15 Nurses K-12

16 Speech and Language Specialists K -12

Should new departments and/or classifications arise
during the term of this agreement, the

parties will review and determine whether to include
the new departments as layoff categories.

1. Definitions:

a. Seniority - For all current employees seniority
shall be defined as length of continuous service in a professional position(s)
in the Georgetown Public Schools measured from the first day for which
compensation was received. For employees entering the bargaining unit after
August 31, 1978, seniority shall be defined as length of full-time continuous
employment in the bargaining unit, measured from the first day for which
compensation was received including time spent on paid leaves of absence.
Effective September 1, 1989, seniority shall be defined as length of full-time
continuous employment in the bargaining unit, measured from the first day for
which compensation was received, including time spent on paid leaves of
absence. However, effective September 1, 1989, time spent on unpaid leaves of
absence shall not constitute a break in seniority, but shall not be counted in
the determination of seniority for purposes of this article. For all current
employees who are employed less than full time in the Georgetown Public
Schools, seniority shall be measured on a pro-rated basis according to the
percentage of a full-time position they are employed in ratio to a full-time
employee. Part-time employees' continuous service shall be measured in the same
manner as full-time employees except that it shall be measured on a prorated
basis.

b. Qualified - Certified by the Massachusetts
Department of Elementary and Secondary Education.

a. To the extent possible and practical,
normal attrition will be the method first used, to reduce the number of
teaching positions in those classifications and/or department in which reductions
are necessary. That is, teachers who resign, retire, or who otherwise terminate
their employment shall not be replaced. Also included in this paragraph are
those teachers without professional teacher status whose employment the
Committee determines not to renew.

b. Reductions in positions may be
effective only as of the first day of any professional work year. Except for
unforeseen circumstances, a teacher to be laid off shall be notified by the
August 15 preceding the effective date of layoff, but the Superintendent agrees
to provide preliminary written notice to those teachers who might be affected
by layoff prior to the end of the previous school year. The August 15 notice
required under this section shall be deemed to have been given when the notice
has been mailed, via certified mail, postage prepaid, addressed to the teacher
at his/her last known address appearing in the Committee's records.

c. If it is not at all possible to
reduce the staff by the factors in paragraph (a) above, reductions will first
be made among those teachers who have not attained professional teacher status
in the department and/or classifications to be reduced, provided there are
teachers with professional teacher status who are qualified to fill those
positions.

d. Layoff for all teachers with
professional teacher status in the department and/or classifications to be
reduced shall be by reverse order of seniority.

e. A qualified teacher with professional
teacher status laid off pursuant to this Article shall have the right to bump a
teacher with professional teacher status with less seniority in a
classification and/or department in which said senior teacher previously taught
in Georgetown for at least three (3) years within the last seven (7) years.

3. Rights
of Teachers on Layoff

a. Any teacher with professional teacher
status who is laid off pursuant to this Article shall be considered to be on an
unpaid leave of absence and shall be considered for recall for a period of two
(2) years to the position which he/she previously performed in the Georgetown
School System. If an opening occurs during that period, the teacher will be
offered the opportunity to return to work in his/her department and/or
classification on a last out-first in basis, provided that the teacher
continues to be qualified to fill that position.

b. Teachers with professional teacher
status shall be notified of recall via certified mail at their last address of
record at the office of the Superintendent of Schools.

c. A teacher with professional teacher
status recalled shall have fifteen (15) calendar days to notify the
Superintendent of his/her acceptance or rejection; return of the certified
letter by the Post Office will be considered a rejection of the teaching
assignment by the teacher.

1. A teacher with professional teacher
status who rejects recall for reasons of illness or disability rendering the
teacher unable to work or other good reason as approved by the Superintendent
shall be moved one (1) position down on the recall list or to the bottom of the
recall list, whichever position is higher on the list; and the reason for the
rejection must be stated on the teacher's letter of rejection. Proof of illness
or disability must be furnished to the School Committee if requested. Regarding
an illness or disability rendering the teacher unable to work, the School
Committee may require a letter from a physician, certifying that the teacher's
illness or disability rendered him/her unable to work. The recall period of a
teacher rejecting recall due to illness or disability shall extend for a period
of one (1) year in addition to that set forth in paragraph "a" above.
All teachers who reject a recall with no reason or an unacceptable reason under
this section will be removed from the recall list; the Association and the
teacher shall be notified of such removal in writing within ten (10) school
days.

2. All benefits to which a teacher with
professional teacher status was entitled at the time his/her layoff commenced,
including previously accumulated sick leave days will be returned to him/her
upon recall.

d. Teachers with professional teacher
status who have been laid off shall be given preference on the substitute list
if they so desire and so indicate in writing.

e. A teacher laid off shall have the
right to request a lump-sum final paycheck even if he/she had not requested
said check by October 1 as set forth in Article XXI, Section 3 of this
Agreement.

4. Seniority List

a. Within sixty (60) days after the
execution of this Agreement, and annually thereafter, the Superintendent shall
forward to the Association a Seniority List containing the names of all
employees in the bargaining unit. Should the Association choose to challenge
the accuracy of the Seniority List, written notice detailing the challenge shall
be sent to the Superintendent within twenty (20) school days of receipt of the
Seniority List. Within ten

(10) school days of receipt of the challenge, the
Association's representative shall meet with the Superintendent to resolve the
challenge. If the parties are unable to resolve the challenge, the matter shall
be immediately submitted to arbitration in accordance with Article IIIA of this
Agreement.

b. Challenges to the make up of
subsequent Seniority Lists may be made only to the extent of the change, if
any, from the preceding Seniority List.

c. The existing practice (as represented
by the seniority lists of 1978, 1979, 1980, 1981, 1982) of seniority-list
placement of bargaining-unit members shall continue for the duration of this
agreement. The existing practice is as follows:

1. Bargaining-unit members are placed on
the seniority list according to their seniority within the specific department
and/or classification in which they are teaching.

2. When a teacher leaves a department
and/or classification in which he/she has previously taught to teach on a
full-time basis in another department and/or classification or commences to
teach on a fractional basis in an additional department and/or classification,
said teacher shall remain on the seniority list in that department and/or
classification in which he/she had originally taught, until such time as he/she
has completed three (3) years of teaching within the new department and/or
classification.

3. When a teacher has been out of the
department and/or classification in which he/she originally taught for a period
of four (4) years, said teacher shall be removed from the seniority list as it
pertains to the original department and/or classification.

4. During said four (4) year period, as
set forth in subsection 3 above, such teacher shall appear on the seniority
lists pertaining to both departments and/or classification in which he/she is
teaching.

5. A teacher teaching in a fractional
department and/or classification situation, once he/she has met the requirement
set forth in subsection 2 above, shall continue to appear on the seniority
lists of both departments and/or classifications for the entire length of
his/her fractional service or until that time when the provisions of subsection
3 above become applicable.

5. This article does not apply to teachers without
professional teacher status.

1. There
shall be an early retirement incentive under the following conditions:

Any
employee who was hired on or before September 1, 1996 and who is on the maximum
step with fifteen (15) years of service in the Georgetown Public Schools under
the age of sixty (60) shall be eligible to apply at the beginning of the school
year.

2. To
be eligible for the lump-sum payment, payable on or about July 1, the employee
must file a written application with the Superintendent by December 1 of the
school year in which he/she intends to retire.

3. An
employee shall receive a lump-sum payment of thirty percent (30%) of his/her
base salary for his/her final year of teaching as set forth in APPENDIX A as a
one-time-only early retirement incentive.

4. An
employee who receives the early retirement incentive payment shall retire
effective as of the date which is the day after the date of issuance of the
lump-sum payment.

5. A
maximum of two (2) members per year will be entitled to retire pursuant to the
provisions of this article at the conclusion of any given school year. If more
than two (2) members apply, the two (2) individuals with the greatest seniority
will be awarded the early retirement incentive. For employees hired between
1997-2000; this benefit will be afforded to one unit member.

6. It
is understood that the giving of a notice of intent to retire pursuant to this
provision is irrevocable for a teacher who is eligible to receive benefits
pursuant to Section 5 above, and that the teacher giving such notice and
eligible to receive benefits shall be required to retire at the conclusion of
the school year, except if extraordinary (as defined in Article XIII, Section
4) changes in the teacher's family or personal life require the teacher to
continue teaching.

7. Any
teacher employed as of September 1, 1991, whose employment commenced on or
after his/her forty-fifth (45th) birthday shall be eligible for the
early retirement benefit set forth in this Article after fifteen (15) years of
service, notwithstanding that the teacher will be over the age of sixty (60)
when the teacher becomes eligible for the benefit.

Upon ten (10) school days written notice by either party,
unless otherwise mutually agreed, the Association and the Committee will meet
to discuss changes in the collective bargaining agreement caused by the
Education Reform Act of 1993.

1. Teachers
will immediately report all cases of physical assault or injury resulting
therefrom suffered by them in connection with their employment to the Building
Principal in writing. The Building Principal will provide a copy to the
Superintendent. The Principal or designee will promptly report, if appropriate,
the incident to proper law enforcement authorities in the event such report has
not already been made.

2. Alleged
incidents of assault of a teacher or injuries resulting therefrom shall be
promptly investigated by the teacher's Principal. A written report of this
investigation shall be forwarded to the Superintendent.

3. The
Superintendent will comply with any reasonable request from the teacher for
information in the Superintendent's possession relating to the incident or the
persons involved, and will act in appropriate ways as liaison between the
teacher, the police and the courts.

4. In
case of personal injury to a teacher sustained as a result of, and in the
performance of, the teacher's duties, the teacher may apply for Workers'
Compensation and use available sick leave to the extent permitted by G.L. c.152
section 69.

5. Upon
written request, the Committee will use its best efforts to arrange for the
Association to inspect, or copy, at its expense, any insurance policies
maintained by the Town covering teacher liability and/or indemnity.

6. A
teacher will be permitted leave without loss of pay or loss of sick leave to
testify under subpoena in any court hearing involving an alleged assault of
that teacher.

1. The
Committee agrees to allocate the sum of twenty thousand dollars ($20,000) per
fiscal year for the purpose of reimbursing bargaining unit members for graduate
level courses in an approved degree program an/or for courses beyond a Masters
Degree.

If a teacher is enrolled in a degree program, evidence
of admission to such program must be provided to the Superintendent. To be
eligible for reimbursement, the course must be designed to enhance the
competence of the teacher in his/her position.

2. All
requests must be submitted in writing to the Superintendent or his/her designee
and approved by the Superintendent or his/her designee prior to the start of
the course.

3. The
reimbursement will be at the rate of six hundred dollars ($600) per course. The
teacher must receive a B or better in the course.

4. The
funds will be on a first-come, first-served basis for the first course for all
bargaining unit members. If funds remain, reimbursement will be provided for
all or a portion of a second course on a first-come, first-served basis.

If funds remain, bargaining unit members without a
Masters Degree will be eligible for reimbursement for graduate level courses. A
teacher must be employed at the time of the reimbursement.

Effective September 1, 2015, the Committee agrees to
establish a 403-B plan for all bargaining unit members. For the 2017 school
year the employer will match up to three hundred ($300) dollars contributed by
each employee.

To the extent permitted by law, a member's sick leave
buy back payment upon retirement will, at the member's request, be deposited
into the member's 403-B Plan. (Please refer to Article XIII Section 4.)

Subject to vendor approval, the Committee will provide
two (2) additional entry points for enrollment into and/or changes in 403-B
plans.

2. The
School Committee will not be responsible for any administrative costs relating
to this program, and the only legal responsibility relating to the 403-B plan
will be to transmit the contribution to the appropriate vendor(s).

3. During the term of this 9/1/2012 -
8/31/2015 Contract the employer will not match employee contributions.

All
stipends or other monetary compensation in which the parties reach agreement
and reduce to writing during the term of this agreement or any extension
thereof are hereby incorporated into the collective bargaining agreement at the
time the agreement is reached. When the agreement contains terms that continue
beyond the terms of this agreement or any extensions thereof, the terms shall
be printed as part of the appropriate article/appendix in the subsequent
agreement. The employer assumes no responsibility for the MTRS denial of
inclusion in base pay for retirement purposes.

In
compliance with the provisions of Chapter 385 of the Acts of 2002, the
Superintendent of Schools shall request and review CORI checks. Such checks
shall take place not more than once every three (3) years.

Employees
shall be made aware that CORI reports concerning them are being requested and
when such request is actually made. Employees shall be made aware that, upon
request, they shall be provided with a copy of the CORI report received by the
Superintendent.

All CORI checks shall be kept in a separate, secure
file maintained in the office of the Superintendent. Upon retirement or
termination of his/her employment an employee may request in writing that s/he
be given his/her reports. Such reports shall be provided to the employee within
ten (10) days of the request.

After review of a CORI report, the Superintendent, if
s/he deems it necessary, may meet with the employee who may, at such meeting,
be represented by the Association. All personnel actions resulting from
information acquired from a CORI report shall be conducted pursuant to the
provisions of the Collective Bargaining Agreement and the General Laws of the
Commonwealth of Massachusetts.

The
Association and the School Committee mutually agree that the bargaining unit
members will use technology throughout the school district on a daily basis,
including integration with administrative tasks, assessment and delivery of
instruction, development of curriculum, communication with students and parents
including the posting of homework and grades, and internal and external
communication. The School Committee is committed to providing unit members with
adequate hardware, software and training necessary to accomplish this
initiative. It is expected that the electronic posting of homework and grades
be done as soon as assignments are corrected.

1. The
provisions of this Agreement will be effective as of September 1, 2015 through
August 31, 2018.

2. Negotiations
for a successor contract shall commence not later than October 15, 2017.

3. Should
any provision of this Contract, or the application of this Contract to any
member of the professional staff or Committee covered hereunder to be found to
be contrary to law, such provisions of applications shall effect only to the
extent permitted by law, or as provided for hereunder but all other provisions
or applications of this contract shall continue in full force and effect.

(1) Teachers
employed prior to September 1,1993 who are placed on Scale 7 based upon
Bachelors' degrees plus 36 credits will be eligible, effective September 1,
2003, for placement on Scale 8 if they have achieved Bachelors plus 54 credits
and Scale 9 if they have achieved Bachelors plus 72 credits. Any credits earned
after September 1, 2003 by teachers on Scale 7 without a Masters Degree for
placement on Scales 8 and 9 must be graduate credits approved in advance by the
Superintendent. The computation of credits beyond the Bachelors Degree will be
based upon credits on file in the Superintendent's office on or before
September 1, 2003.

(2) A
unit member holding an earned Doctorate shall receive an additional salary in
the amount of fifteen hundred dollars ($1500) as part of his/her yearly
compensation package as reported to the Massachusetts Teachers Retirement
System.

(3) A
unit member holding a valid National Teacher Board Certificate shall receive an
additional salary in the amount of three thousand dollars ($3000) as part of
his/her yearly compensation package as reported to the Massachusetts Teachers
Retirement System. Should the State reinstitute a compensation program for
National Board Certification, the unit member shall have the option to select
either the compensation program under this section of the Agreement or that of
the State of Massachusetts.

(1) Teachers
employed prior to September 1,1993 who are placed on Scale 7 based upon
Bachelors' degrees plus 36 credits will be eligible, effective September 1,
2003, for placement on Scale 8 if they have achieved Bachelors plus 54 credits
and Scale 9 if they have achieved Bachelors plus 72 credits. Any credits earned
after September 1, 2003 by teachers on Scale 7 without a Masters Degree for
placement on Scales 8 and 9 must be graduate credits approved in advance by the
Superintendent. The computation of credits beyond the Bachelors Degree will be
based upon credits on file in the Superintendent's office on or before
September 1, 2003.

(2) A
unit member holding an earned Doctorate shall receive an additional salary in
the amount of fifteen hundred dollars ($1500) as part of his/her yearly
compensation package as reported to the Massachusetts Teachers Retirement System.

(3) A
unit member holding a valid National Teacher Board Certificate shall receive an
additional salary in the amount of three thousand dollars ($3000) as part of
his/her yearly compensation package as reported to the Massachusetts Teachers
Retirement System. Should the State reinstitute a compensation program for
National Board Certification, the unit member shall have the option to select
either the compensation program under this section of the Agreement or that of
the State of Massachusetts.

(1) Teachers
employed prior to September 1,1993 who are placed on Scale 7 based upon
Bachelors' degrees plus 36 credits will be eligible, effective September 1,
2003, for placement on Scale 8 if they have achieved Bachelors plus 54 credits
and Scale 9 if they have achieved Bachelors plus 72 credits. Any credits earned
after September 1, 2003 by teachers on Scale 7 without a Masters Degree for
placement on Scales 8 and 9 must be graduate credits approved in advance by the
Superintendent. The computation of credits beyond the Bachelors Degree will be
based upon credits on file in the Superintendent's office on or before
September 1, 2003.

(2) A
unit member holding an earned Doctorate shall receive an additional salary in
the amount of fifteen hundred dollars ($1500) as part of his/her yearly
compensation package as reported to the Massachusetts Teachers Retirement
System.

(3) A
unit member holding a valid National Teacher Board Certificate shall receive an
additional salary in the amount of three thousand dollars ($3000) as part of
his/her yearly compensation package as reported to the Massachusetts Teachers
Retirement System. Should the State reinstitute a compensation program for
National Board Certification, the unit member shall have the option to select
either the compensation program under this section of the Agreement or that of
the State of Massachusetts.

(4) A
nurse holding a valid National Board Certificate shall receive an additional
salary in the amount of $500.

APPENDIX A

APPENDIX A  3

2017-2018

SCALE (COLUMN)

1

2

3

4

5

6

7

8

9

10

11

12

D e g r e e ········

>

B

B+6

B+12

B+18

B+24

B+30

B+36,

M

M+18

MM,M+36

M+45

CAGS/EDS

M+60

PHD/

M+90

1

$46,429

$46,856

$47,301

$47,714

$48,152

$48,575

$49,288

$50,148

$51,015

$52,398

$53,118

$54,522

2

$49,049

$49,487

$49,907

$50,350

$50,764

$51,198

$52,205

$53,066

$53,922

$55,306

$56,023

$57,428

3

$51,060

$51,494

$51,915

$52,343

$52,786

$53,205

$54,525

$55,359

$56,218

$57,600

$58,319

$59,721

4

$53,066

$53,495

$53,922

$54,364

$54,789

$55,215

$56,790

$57,657

$58,515

$59,898

$60,618

$62,020

5

$55,068

$55,503

$55,940

$56,366

$56,790

$57,226

$59,080

$59,942

$60,814

$62,198

$62,916

$64,320

6

$57,089

$57,515

$57,939

$58,374

$58,808

$59,233

$61,378

$62,241

$63,100

$64,483

$65,203

$66,605

7

$59,080

$59,526

$59,942

$60,372

$60,806

$61,235

$63,674

$64,541

$65,396

$66,779

$67,497

$68,901

8

$61,097

$61,519

$61,957

$62,381

$62,818

$63,250

$65,970

$66,832

$67,690

$69,075

$69,793

$71,196

9

$63,989

$64,413

$64,851

$65,281

$65,722

$66,156

$68,554

$69,414

$70,248

$71,632

$72,350

$73,755

10

$69,943

$70,403

$70,886

$71,354

$71,819

$72,306

$73,149

$74,027

$74,918

$76,300

$77,019

$78,421

11

$78,485

$79,424

$80,377

$81,761

$82,479

$83,883

1%
increase  2nd half

of
School Year

(1) Teachers
employed prior to September 1, 1993 who are placed on Scale 7 based upon
Bachelors degrees plus 36 credits will be eligible, effective September 1,
2003 for placement on Scale 8 if they have achieved Bachelors plus 54 credits and
Scale 9 if they have achieved Bachelors plus 72 credits. Any credits earned
after September 1, 2003 by teachers on scale 7 without a Masters Degree for
placement on Scale 8 and 9 must be graduate credits approved in advance by the
superintendent. The computation of credits beyond the Bachelors Degree will be
based upon credits on file in the superintendents office on or before
September 1, 2003.

(2) A
unit member holding an earned Doctorate shall receive an additional salary in
the amount of fifteen hundred dollars ($1500) as part of his/her yearly
compensation package as reported to the Massachusetts Teachers Retirement
System.

(3) A
unit member holding a valid National Teacher Board Certificate shall receive an
additional salary in the amount of three hundred dollars ($3000) as part of
his/her yearly compensation package as reported to the Massachusetts Teachers
Retirement System Should the State reinstitute a compensation program for
National Board Certification, the unit member shall have the option to select
either the compensation program under this section of the Agreement or that of
the State of Massachusetts.

(4) A
nurse holding a valid Number Board Certificate shall receive an additional
salary in the amount $500.

Below-mentioned
personnel will be hired as a teacher and placed on the salary schedule
according to their education and work experience. A separate contract will be
given for special duties and responsibilities.

There will be
three (3) distinct schedules described hereafter as Schedules A, B and C.

Schedule A shall
include members of the professional staff who regularly work on a year-round
basis and shall consist of the Director of Guidance, 6-12. This shall be a
non-teaching position.

Compensation for
the Director of Guidance will be based upon his/her level on the salary scale
and will be given in addition to the regular salary.

POSITIONRATIO

Director of Guidance 1.24

Calculation of Compensation:

Ratio of 1.24 times
step and scale salary placement

Work Year:

217 day work year

Duties:

The
Director of Guidance is responsible for overseeing all aspects of a comprehensive
guidance and counseling program for students in grades six (6) through twelve
(12). Additional responsibilities include (but are not limited to) budget
development, recommending and organizing staff development activities,
coordinating related services to address academic, social, and emotional needs
for students, and other related services as assigned by the Principal.

Guidance Counselors:

Guidance Counselors
have the option to work up to ten (10) days more than the normal teacher-work
year at their per diem rate. The days to be worked shall be determined by
mutual agreement of the parties.

The following additional amounts will be paid to
professional personnel as listed:

POSITIONBASIS
FOR STIPEND

Physical Educational/Health Percent
of Base*

Department Head (Grades 6-12)

Director of Instructional Media .17
of Base

Director of Music .25
of Base*

Department Heads

Department Heads will be paid as follows:

Department Head formula for stipend:

(.06 + .01n) x Base*

n = number of teachers in department, including
department head

*Salaries of personnel listed in this schedule shall be
computed from a

Base of: FY13FY14FY15

$42,048 $42,889 $43,747

A
Department Head will receive a pro-rated amount for each teacher working in
more than one department in his/her area of certification. This language
clarification is intended to apply to shared staff and not to positions such as
a .6 staff person who works in one department only. In the latter case the
Department Head would be given full credit for that teacher.

Appendix C

Description

Stipend

Civil
Rights Advisor

$1,441

Acappella
Group Advisor

$1,384

Academic
Coach-HS

$2,181

Academic
Coach-MS

$2,181

Arts
Jam Coordinator

$666

Assistant
Play Director

$1,545

Basketball
Clock (2) per game

$371

Builders
Club Advisor Grade 7

$1,386

Builders
Club Advisor Grade 8

$1,386

Cafeteria
Coverage Per Week

$591

Chess
Club Advisor

$1,412

Civil
Rights Advisor

$1,412

Class
coverage for regular/long
block

27.54/451&2

Close
Up Advisor

$693.40

Color
Guard Advisor

$1,195

Community
Service

$

Dance
Club Advisor

$1,412

Debate
Team Advisor

$2,181

DECA
Coordinator

$2,473

Drill
Instructor

$1,196

Elementary
Band Director*

$8,345

Extended
Day Director (Penn
Brook)*

$15,000

Extended
Day Director (Perley)*

$20,000

Freshman
Advisor

$1,203

Grade
8 Team Leader

$3,060

Grade
7 Team Leader

$3,060

Grade
6 Team Leader

$3,060

Intramurals
Coach

$1,284

Jazz
Ensemble Director

$1,441

Junior
Advisor

$1,441

Key
Club Advisor

$1,441

MHS
Band Director

$3,632

Math
Team Advisor

$2,181

Middle
School Chorus Director

$1,211

Middle
School Jazz Band Director

$1,441

Middle
School Play Director

$824

Middle
School Yearbook Advisor

$965

National
Honor Society Advisor

$1,441

Over
Night Chaperones

$793

Peer
Leader Advisor

$1,412

Play
Director (Musical)

$2,500

SADD
Advisor

$1,412

Saturday
AM Detention

$1154

School
Store Advisor

$3,631

Science
Fair Director

$774

Senior
Advisor

$1,918

Sophomore
Advisor

$1,202

Spanish
Club Advisor

$1,412

Student
Council HS Advisor

$1,441

Student
Council MS Advisor

$934

Tolerance
Club Advisor

$1,412

Tomorrows'
Leaders Advisor

$774

Tutors

$401

Yearbook
Advisor

$2,828

1. Hourly Wage  Summer

curriculum rate $25.

2 Depend on whether teacher or Dept. Head

covers

3 Nightly Per Diem

4 For the morning session

* These positions are fully funded by parents

fees.

Depending on student participation, any adjustments to
these stipends will be negotiated with the

A
teacher or department head will be eligible for class coverage compensation
whenever he/she is requested by the school principal or his/her representative
to cover a class for a colleague and that assignment exceeds the full teaching
and supervisory load set forth in Article VIII, Teacher Hours and Teaching
Load, Section 4 and 5.

All
positions set forth in Appendix C shall be deemed "vacant" as of the
end of each year. Assignments to these positions are subject to annual
appointment by the Principal subject to the approval of the Superintendent.

All individuals
serving in Appendix C positions will provide to the building principal, a general
overview of the activity by completing a form provided by the Building
Principal.

APPENDIX D

INTERSCHOLASTIC COACHES

Stipends

Position

Level 1

Level 2

Varsity Football

$8,489

$8,989

Assistant Football

$5,193

$5,543

Freshman Football

$3,045

$3,345

Varsity Field Hockey

$5,286

$5,786

Assistant Field Hockey

$4,936

$5,286

Freshman Field Hockey

$4,586

$4,886

Varsity Cross Country

$3,679

$5,000

Varsity Soccer B & G

$5,286

$5,786

Assistant Soccer B & G

$4,586

$4,886

Middle School Soccer B &

G

$4,436

$4,686

Middle School Track

$3,205

$4,000

Middle Track Asst

(contingent upon numbers)

$1,000

Fall Cheerleading

$2,695

$4,000

Winter Cheerleading

$3,160

$5,000

Varsity Basketball B & G

$5,747

$6,247

Assistant Basketball B & G

$5,397

$5,747

Freshman Basketball B & G

$5,047

$5,347

Middle School Basketball

$4,897

$5,147

Varsity Wrestling

$5,602

$6,102

Assistant Wrestling

$5,252

$5,602

Varsity Baseball

$5,286

$5,786

Assistant Baseball

$4,936

$5,286

Varsity Lacrosse B & G

$5,286

$5,786

Assistant Lacrosse B & G

$4,936

$5,286

Varsity Softball

$5,286

$5,786

Assistant Softball

$4,936

$5,286

Level
1 rate represents 0 to 3 years experience.

Level
2 rate represents 4 or more years experience.

Varsity Level
1 is $500 less than Level 2

Assistant Level
1 is $350 less than Level 2

Freshman and

Cheerleading Level 1
is $300 less than Level 2

Middle School Level 1 is $250 less
than Level 2

Level 1 rate represents 0 to 3 years experience

Level 2 rate represents 4 or more years experience.

Varsity Level
1 is $500 less than Level 2

Assistant Level
1 is $350 less than Level 2

Freshman and Cheerleading Level 1 is
$300 less than Level 2

Middle School Level
1 is $250 less than Level 2

At
Level 2 Field Hockey, Soccer, Basketball, Wrestling, Baseball, Lacrosse,
Softball the Assistant Coach is five hundred dollars ($500) less that the
Varsity Coach.

At
Level 2 the Freshman Coach is nine hundred dollars ($900) less that the Varsity
Coach in the above-designated sports.

At
Level 2 the Middle School Coach is eleven hundred dollars ($1100) less than the
varsity Coach in the above-designated sports.

1. All athletic positions set forth in APPENDIX D shall be deemed "vacant" as of
the end of each year. Assignments to these positions are subject to annual
appointment by the Committee; and all positions will be posted at least thirty
(30) days prior to the deadline or application for the position, except in
cases of emergency, as determined by the Superintendent. The Superintendent
shall appoint coaches for fall sports by the preceding June 30, for winter
sports by the preceding September 30, and spring sports by the preceding
January 1.

All qualified bargaining unit members will have the
opportunity to be interviewed for open coaching positions.

2. All personnel filling positions
covered by APPENDIX D shall be evaluated in
writing at least once annually for each coaching position, which will be based
upon at least two observations. Coaches will be given a copy of any written
evaluation and will have the opportunity to discuss it with the evaluator. The
coach shall acknowledge that he/she has had the opportunity to review such
material by affixing his/her signature to a copy to be filed with the express understanding
that such signature in no way indicates agreement with the contents thereof.
The coach will also have the right to submit a written answer to such material,
and his/her answer shall be attached to the file copy. Coaches will have the
right, upon request, to review the contents of their coaching file.

3. The enumeration of certain positions
in APPENDIX D neither means that the Superintendent must continue those in
existence nor is it intended to exclude payments for any other athletic duties
not specifically included herein.

Nurses
with a Bachelor's degree will be placed on Schedule A, Step 1 and will be
permitted to advance on the Bachelor's scale each year. Nurses with a Master's
Degree or who complete a Master's Degree will be placed on Scale 7. A nurse who
earns her Master's Degree will move to Scale 7 onto the same salary step as
his/her then current step on Scale 1.

WEEKS PER YEAR - The work year shall be thirty-eight
(38) weeks per year (all days the regular school is in session).

HOURS PER WEEK - The nurses shall normally put in the
same working day as members of the professional staff in the building or
buildings they serve, but from time to time, like other members of the staff,
be called upon to render special or emergency services beyond the regular
framework.

SICK LEAVE - Nurses shall be entitled to the same emergency
leave, sick leave and vacation periods that are extended to the teaching staff.

INSURANCE - Nurses shall be protected by Professional
Liability Insurance Coverage. They shall, insofar as state and local laws
permit, be entitled to participation in the health and life insurance policies
that are available to teachers and school employees.

A female employee who has completed the initial
probationary period set by the terms of her employment or, if there is no such
probationary period, has been employed by the same employer for at least three
consecutive months as full-time employee, who is absent from such employment
for a period not exceeding eight weeks for the purpose of giving birth, or for
adopting a child under the age of eighteen or for adopting a child under the
age of twenty-three if the child is mentally or physically disabled, said
period to be hereinafter called maternity leave, and who shall give at least
two weeks' notice to her employer of her anticipated date of departure and
intention to return, shall be restored to her previous, or a similar, position
with the same status, pay, length of service credit and seniority, wherever
applicable, as of the date of her leave. Said maternity leave may be with or
without pay at the discretion of the employer.

Such employer shall not be required to restore an
employee on maternity leave to her previous or a similar position if other
employees of equal length of service credit and status in the same or similar
position have been laid off due to economic conditions or other changes in
operating conditions affecting employment during the period of such maternity
leave; provided, however, that such employee on maternity leave shall retain
any preferential consideration for another position to which she may be
entitled as of the date of her leave.

Such maternity leave shall not affect the employee's
right to receive vacation time, sick leave, bonuses, advancement, seniority,
length of service credit, benefits, plans or, programs for which she was
eligible at the date of her leave, and any other advantages or rights of her
employment incident to her employment position; provided, however, that such
maternity leave shall not be included, when applicable, in the computation of
such benefits, rights, and advantages; and provided, further that the employer
need not provide for the cost of any benefits, plans, or programs during the
period of maternity leave unless such employer so provides for all employees on
leave of absence. Nothing in this section shall be construed to affect any bargaining
agreement or company policy which provides for greater or additional benefits
than those required under this section.

A notice of this provision shall be posted in every
establishment in which females are employed.

For
the purposes of this section, an "employer" shall be defined as in
subsections 5 of section one of chapter one hundred and fifty-one B. Added by
St. 1972, c.790, s.1; St. 1984, c.423; St. 1989, c.318.

1 If
a Unit member is assigned to the position of School Store Manager during any
part of the contractual day, the Association and Committee agree to bargain the
wages, hours, and working conditions for this position.

2. Effective
September 1, 2008, the parties have negotiated the positions of K-5 Special
Educator Facilitator Sped Facilitator 6 - 12 as a bargaining unit position. The
job description is on file.

G.E.A.
members who wish to make voluntary contributions to VOTE will be allowed to
make equal payroll deductions from their salary.

Teachers
will notify the business office before September 30 of every school year of the
amount they want deducted. If no notification is given to the business
department, the previous year's deduction, if any, will be made.

VOTE
is the Voice of Teachers for Education. It is
MTA's political action arm, an independent, voluntary, non-partisan
organization.

Artifacts of Professional Practice: Educator
developed work products and student work samples that demonstrate the
Educator's knowledge and skills with respect to specific performance standards.

Caseload Educator: Educators who teach or counsel
individual or small groups of students through consultation with the regular
classroom teacher, for example, school nurses, guidance counselors, speech and
language pathologists, and some reading specialists and special education
teachers.

Classroom Teacher: Educators who teach preK-12 whole
classes and teachers of special subjects as such as art, music, library, and
physical education. May also include special education teachers and reading
specialists who teach whole classes.

Categories of Evidence: Multiple measures of student
learning, growth, and achievement; judgments based on observations and
artifacts of professional practice; and additional evidence relevant to one or
more Standards of Effective Teaching Practice.

District-determined Measures: Measures of student
learning, growth, and achievement related to the Massachusetts Curriculum
Frameworks or other relevant frameworks that are comparable across grade or
subject level district-wide. These measures may include, but shall not be
limited to: portfolios; approved commercial assessments and district-developed
pre-and post-unit and course assessments; and capstone projects. These
measures shall be locally-bargained by the parties.

Educator(s): Inclusive term that applies to all
classroom teachers and caseload educators, unless otherwise noted.

Educator Plan: The growth or improvement actions
identified as part of each Educator's evaluation. The type of plan is
determined by the Educator's career stage, overall performance rating, and the
rating of impact on student learning, growth, and achievement. There shall be
four types of Educator Plans:

Developing Educator Plan shall mean a plan developed
by the Educator and the Evaluator for one school year or less for an Educator
without Professional Teacher Status (PTS). The Educator shall be evaluated at
least annually. Self-Directed Growth Plan shall
mean a plan developed by the Educator for one or two school years for Educators
with PTS who are rated proficient or exemplary.

■ For
Educators whose impact on student learning is either moderate or high, the
Educator Plan may be for up to two years.

■ For
Educators whose impact on student learning is low, the Educator plan shall be
for one year. The Plan shall include a goal related to examining elements of
practice that may be contributing to low impact.

Directed Growth Plan shall mean a plan developed by
the Educator and the Evaluator of one school year or less for Educators with
PTS who are rated needs improvement. There shall be a summative evaluation at
the end of the period determined by the plan, and, if the Educator does not
receive a proficient rating, he or she shall be rated unsatisfactory and shall
be placed on an improvement plan. Improvement Plan
shall mean a plan developed by the Educator and the Evaluator for a realistic
time period sufficient to achieve the goals outlined in the Improvement Plan,
but not less than 60 school days within the same school year and no more than
one school year, for Educators with PTS who are rated unsatisfactory with goals
specific to improving the Educator's unsatisfactory performance. In those cases
where an Educator is rated unsatisfactory near the close of a school year, the
Educator may voluntarily include activities during the summer proceeding the
next school year as part of the plan.

ESE: The Massachusetts Department of Elementary and
Secondary Education.

Evaluation: The ongoing process of defining goals and
identifying, gathering, and using information as part of a process to improve
professional performance (the "formative evaluation" and
"formative assessment") and to assess total job effectiveness and
make personnel decisions (the "summative evaluation").

Evaluator: Any building or district administrator who
is appropriately licensed and designated by the superintendent who has
responsibility for observation and evaluation. The superintendent is
responsible for ensuring that all Evaluators have training in the principles of
supervision and evaluation. Each Educator will have one Evaluator at any one time
responsible for determining performance ratings. A list of Evaluators and the
Educators to whom they are assigned to evaluate each school year will be
included in the opening day material.

Teaching Staff Assigned to More Than One Building:
Each Educator who is assigned to more than one building will be evaluated by
the appropriate administrator where the individual is assigned most of the
time. The principal of each building in which the Educator serves must review
and sign the evaluation and may add written comments. In cases where there is
no predominate assignment, the superintendent will determine who the Evaluator
will be.

Notification: The Educator shall be notified in
writing of his/her Evaluator at the outset of each new evaluation cycle. The
Evaluator(s) may be changed upon notification in writing to the Educator.

Formative Assessment: An assessment conducted
mid-cycle for an Educator on a Developing Educator Plan. The process is used to
assess progress towards attaining goals set forth in Educator Plans,
performance on standards, or both. This process may take place at any time(s)
during the cycle of evaluation, but typically takes place at mid-cycle for an
Educator on a 1-year plan.

Formative Evaluation: An evaluation conducted at the
end of year one for an Educator on a two-year Self-Directed Growth Plan which
is used to arrive at a rating on progress towards attaining the goals set forth
in the Educator Plan, performance on Standards and Indicators of Effective
Teaching Practice, or both.

Goal: A specific, actionable, and measurable area of
improvement as set forth in an Educator's Plan. A goal may pertain to any or
all of the following: Educator practice in relation to Performance Standards,
Educator practice in relation to indicators, or specified improvement in
student learning, growth, and achievement. Goals may be developed by individual
Educators, by the Evaluator, or by a team of Educators, departments, or other
groups of Educators who have the same role. Team goals can be developed by
grade level or subject area teams.

Measurable: That which can be classified or estimated
in relation to a scale, rubric, or standards.

Multiple Measures of Student Learning: Measures must
include a combination of classroom, school, and district assessments, student
growth percentiles on state assessments, if state assessments are available.
This definition may be revised as required by regulations or agreement of the
parties upon issuance of ESE guidance.

Observation: A data gathering process specifically
undertaken pursuant to this agreement that includes notes and judgments made
during one or more classroom or worksite visits(s) of at least 10 minutes in
duration by the Evaluator and may include examination of artifacts of practice
including student work. An observation shall occur in person. All observations
will be done openly and with knowledge of the Educator. No photography, no
videotaping or audio taping shall be permitted without mutual agreement between
the Educator and Evaluator. Classroom or worksite observations conducted
pursuant to this article must result in feedback to the Educator using the
agreed upon protocols.

Parties: The Georgetown Education Association and the
Georgetown School Committee are the parties to this agreement.

Performance Rating: Describes the Educator's
performance on each performance standard and the overall evaluation. There
shall be four performance ratings:

Exemplary:
the Educator's performance consistently and significantly exceeds the
requirements of a standard or the overall evaluation. The rating of exemplary
on a standard indicates that practice significantly exceeds proficient and
could serve as a model of practice on that standard district-wide.

Proficient: the
Educator's performance fully and consistently meets the requirements of a
standard, or the overall
evaluation.

Needs Improvement:
the Educator's performance on a standard or the overall evaluation is below the
requirements of a standard or the overall evaluation but is not considered to
be unsatisfactory at this time. Improvement is necessary and expected.

Unsatisfactory: the
Educator's performance on a standard or the overall evaluation has not
significantly improved following a rating of needs improvement, or the
Educator's performance is consistently below the requirements of a standard or
the overall evaluation and is considered inadequate, or both.

Professional Teacher Status: PTS is the status
granted to an Educator pursuant to M.G.L. c. 71, § 41.

Rating of Educator Impact on Student Learning: A
rating of high, moderate or low based on trends and
patterns of student learning, growth, and achievement. The parties will
negotiate the process for using state and district-determined measures to
arrive at an Educator's rating of impact on student learning, growth and
achievement, using guidance and model contract language from ESE.

Rating of Overall Educator Performance: The
Educator's overall performance rating is based on the Evaluator's professional
judgment and examination of evidence of the Educator's performance against the
four Performance Standards and the Educator's attainment of goals set forth in
the Educator Plan, as follows:

Standard 1:
Curriculum, Planning, and Assessment

Standard 2: Teaching
All Students

Standard 3: Family
and Community Engagement

Standard 4:
Professional Culture Attainment of Professional Practice Goal(s)

Attainment of
Student Learning Goal(s)

Rubric: In rating Educators on Performance Standards
for the purpose of formative assessments, formative evaluations, or summative
evaluations, a rubric must be used. The rubric is a scoring tool used to judge
the Educator's practice at the four levels of performance. The rubric consists
of:

■ Standards
and Indicators of Effective Teaching Practice, defined in 603.CMR 35.03. These
standards and indicators are used in the rubrics incorporated into this
evaluation system.

■ Descriptors:
define the individual elements of each of the indicators under the standards.

■ Benchmarks:
describe the acceptable demonstration of knowledge, skill, or behavior
necessary to achieve that performance rating. For each indicator, there are
four benchmarks - one describing performance at each performance rating - Exemplary,
Proficient, Needs Improvement and Unsatisfactory.

Self-Assessment: The evaluation cycle shall include
self-assessment addressing Performance Standards. The Educator shall provide
such information, in the form of self-assessment, by October 1st to the
Evaluator at the point of goal-setting and plan development. Evaluators shall
use evidence of Educator performance and impact on student learning, growth and
achievement to set the goal with the Educator, based on the Educator's
self-assessment and other sources that the Evaluator shares with the Educator.

Summative Evaluation: An evaluation used to arrive at
a rating on each standard, an overall rating, and as a basis to make personnel
decisions. The summative evaluation includes the Evaluator's judgments of the
Educator's performance against Performance Standards and the Educator's
attainment of goals set forth in the Educator's Plan. The summative evaluation
rating must be based on evidence from multiple categories of evidence. MCAS
growth scores cannot be the sole basis for a summative evaluation rating. To be
rated Proficient overall, an Educator shall, at a minimum, have been rated
Proficient on the Curriculum, Planning, and Assessment and the Teaching all
Students standards for teachers. Evaluations used to determine the Educator's
overall performance rating and the rating on each of the four standards may
inform personnel decisions such as reassignments, transfers, PTS, or dismissal
pursuant to Massachusetts general laws.

Superintendent: The person employed by the school
committee pursuant to M.G.L. c. 71 §59 and §59A. The superintendent is
responsible for the implementation of 603 CMR 35.00.

Teacher: An Educator employed in a position requiring
a certificate or license as described in 603 CMR 7.04(3) (a, b, and d).
Teachers may include, for example, classroom teachers, librarians, guidance
counselors, or school nurses.

Trends in Student Learning: At least three years of
data from the locally-bargained measures and state assessments used in
determining the Educator's rating on impact on student learning as high,
moderate, or low.

i. Measures of
student progress on classroom assessments that are aligned with the
Massachusetts Curriculum Frameworks or other relevant frameworks and are
comparable within grades or subjects in a school.

ii. Statewide growth
measure(s) where available, including the MCAS Student Growth Percentile and
the ACCESS for ELLs and locally-bargained measures of student learning
comparable across grade or subject district-wide.

iii. Measures of
student progress and/or achievement toward student learning goals set between
the Educator and Evaluator for the school year or some other period of time
established in the Educator Plan.

iv. For Educators
whose primary role is not as a classroom teacher, the appropriate measures of
the Educator's contribution to student learning, growth, and achievement shall
be locally-bargained. The measures shall be based on the Educator's role and
responsibility.

B. Observations
and artifacts of practice, including:

i. Unannounced
observations of practice

ii. Announced
observations of practice

iii. Examination
of Educator work products

iv. Examination of
student work products

v. Evidence of
progress toward professional practice goal(s)

vi. Evidence of
progress toward student learning outcomes goal(s)

C. Evidence
relevant to one or more Performance Standards, compiled and presented by the Educator,
including but not limited to:

i. Evidence of
fulfillment of professional responsibilities and growth, such as self-assessments, peer collaboration, professional development linked to goals in
the Educator Plan, and contributions to the school community and professional
culture.

A. Prior to the
implementation of the new evaluation process contained in this document,
districts shall arrange training for all Educators, principals, and other
Evaluators that outlines the components of the new evaluation process and
provides an explanation of the evaluation cycle. The district through the
superintendent shall determine the type and quality of training based on
guidance provided by ESE.

B By December 1st
of the first year of this agreement, all Educators shall complete a
professional learning activity about self-assessment and goal-setting
satisfactory to the superintendent or principal. Any Educator hired after the
December 1st date, and who has not previously completed such an activity, shall
complete such a professional learning activity about self-assessment and goal-setting
within three months of the date of hire. The superintendent shall work with the
Association and the Evaluation Implementation Advisory Committee to determine
the most effective means to provide this training.

A. At the start of
each school year, the superintendent, principal, or designee shall conduct a
meeting for Educators and Evaluators focused substantially on educator
evaluation. The superintendent, principal, or designee shall:

i. Provide an
overview of the evaluation process, including goal-setting and the educator
plans.

ii. Provide all
Educators with directions for obtaining a copy of the forms used by the
district. These may be electronically provided.

iii. The faculty
meeting may be digitally recorded to facilitate orientation of Educators hired
after the beginning of the school year, provided that an announcement is made
at the beginning of the meeting that it is being recorded.

iv. Provide
District and School goals and priorities, as well as professional development
opportunities related to those goals and priorities.

v. All new staff
will receive training in the district Educator Evaluation model as part of the
teacher induction program.

i. The
evaluation cycle begins with the Educator completing and submitting to the
Evaluator a self-assessment by October 1st or within four weeks of the start of
his/her employment at the school.

ii. The
self-assessment includes:

■ An
analysis of evidence of student learning, growth, and achievement for students
under the Educator's responsibility.

■ An
assessment of practice against each of the four Performance Standards of
effective practice using the district's rubrics.

■ Proposed
goals to pursue:

o At least
one goal directly related to improving the Educator's own professional
practice.

o At least
one goal directed related to improving student learning.

B. Proposing the
Goals

i. Educators
must consider goals for grade-level, subject-area, department teams, or other
groups of Educators who share responsibility for student learning and results,
except as provided in (ii) below. Educators may meet with teams to consider
establishing team goals. Evaluators may participate in such meetings.

ii. For Educators
in their first year of practice, the Evaluator or his/her designee will meet
with each Educator by October 1st (or within four weeks of the Educator's first
day of employment if the Educator begins employment after September 15th) to
assist the Educator in completing the self-assessment and drafting the
professional practice and student learning goals, which must include induction
and mentoring activities.

iii. Unless the
Evaluator indicates that an Educator in his/her second or third years of
practice should continue to address induction and mentoring goals pursuant to
603 CMR 7.12, the Educator may propose team goals.

iv. For Educators
with PTS and ratings of proficient or exemplary, the goals may be team goals.
In addition, these Educators may include individual professional practice goals
that address enhancing skills that enable the Educator to share proficient
practices with colleagues or develop leadership skills.

v. For Educators
with PTS and ratings of needs improvement or unsatisfactory, the professional
practice goal(s) must address specific standards and indicators identified for
improvement. In addition, the goals may address shared grade level or subject
area team goals.

A. Every Educator
has an Educator Plan that includes, but is not limited to, one goal related to
the improvement of practice and one goal for the improvement of student
learning. The Plan also outlines actions the Educator must take to attain the
goals established in the Plan and benchmarks to assess progress. Goals may be
developed by individual Educators, by the Evaluator, or by teams, departments,
or groups of Educators who have similar roles and/or responsibilities.

B. To determine
the goals to be included in the Educator Plan, the Evaluator reviews the goals
the Educator has proposed in the Self-Assessment, using evidence of Educator
performance and impact on student learning, growth, and achievement based on
the Educator's self-assessment and other sources that the Evaluator shares with
the Educator. The process for determining the Educator's impact on student
learning, growth, and achievement will be determined after ESE issues guidance
on this matter. See #22, below.

Evaluators and
Educators shall consider team goals. The Evaluator retains authority over goals
to be included in an Educator's Plan.

C. Educator Plan
Development Meetings shall be conducted as follows:

i. Educators in
the same school may meet with the Evaluator in teams and/or individually at the
end of the previous evaluation cycle or by October 15th of the next academic
year to develop their Educator Plan. Educators shall not be expected to meet
during the summer hiatus.

ii. For those
Educators new to the school, the meeting with the Evaluator to establish the
Educator Plan must occur by October 15th or within six weeks of the start of
their assignment in that school.

iii. The Evaluator
shall meet individually with Educators with PTS and ratings of needs improvement
or unsatisfactory to develop professional practice goal(s) that must address
specific standards and indicators identified for improvement. In addition, the
goals may address shared grade level or subject matter goals.

iv. For Educators
with PTS with ratings of Proficient and Exemplary, the professional practice
goal(s) may be team goals. In addition, these Educators may include
professional practice goals that address enhancing skills that enable the
Educator to share proficient practices with colleagues or develop leadership
skills.

D. The Evaluator
completes the Educator Plan by November 1st. The Educator shall sign the
Educator Plan within 5 school days of its receipt and may include a written
response. The Educator's signature indicates that the Educator received the
plan in a timely fashion. The signature does not indicate agreement or
disagreement with its contents. The Evaluator retains final authority over the
content of the Educator's Plan.

A. The Educator
whose overall rating is proficient or exemplary will have at least one (1) unannounced observation during the evaluation
cycle. For the purposes of relative consistency within a school, these
Educators shall have a similar number of such observations unless the Evaluator
determines that additional observations are necessary or the Educator requests
additional observations.

B. The Educator
whose overall rating is needs improvement must be observed according to the
Directed Growth Plan during the period of the Plan, which will include at least
two (2) announced observations, one before January
31st and one after January 31st. The Educator shall have at least three (3) unannounced observations spaced over the
school year.

C. The Educator
whose overall rating is unsatisfactory must be observed according to the
Improvement Plan, which must include both unannounced and announced
observations. The Educator will have two (2)
announced observations, one before January 31st and one after January 31st. The
Educator will have a minimum of four (4)
unannounced observations, at least one per marking period. For Improvement
Plans of six months or fewer, there must be no less than one
(1) announced and two (2) unannounced
observations.

The Evaluator's
first observation of the Educator should take place by November 15th, unless
the Educator is on a self-directed plan. Observations required by the Educator
Plan should be completed by May 15th.

The Evaluator is not
required nor expected to review all the indicators in a rubric during an
observation. However, every effort will be made to observe for a period of time
sufficient to observe as many indicators as possible.

A. Unannounced
Observations: All unannounced observations shall be conducted according to the
following:

i. The Evaluator
shall observe the Educator for at least 10 minutes and/or up to one class
period.

ii. Upon entering
the room for purposes of an unannounced observation, the Evaluator will
verbally inform the Educator the purpose of the visit is for an unannounced
observation.

iii. The Educator
will be provided with written feedback from the Evaluator within 5 school days
of the observation. If either the Educator or the Evaluator requests a meeting
to discuss the observation, such a meeting will take place within 5 school
days.

iv. Any
observation or series of observations resulting in one or more standards judged
to be unsatisfactory or needs improvement must be followed by subsequent
observations by the Evaluator, announced and unannounced for sufficient time to
demonstrate the completion of actions outlined in writing by the Evaluator.

v. Any
unannounced observation which may result in disciplinary action shall be
brought to the attention of the Educator within 48 hours at a post-observation
conference where both the Educator and the Evaluator can be present.

B. Announced
Observations

All educators on
Self Directed Growth Plans will have the opportunity to schedule the date and
time of observations with the Evaluator. All non PTS on Developing Educator Plans
and PTS Educators on Directed or Improvement Plans shall have a minimum of two
(2) announced observations conducted according to the following:

i. The
Evaluator, in coordination with the Educator, shall select the date and time of
the lesson or activity to be observed and discuss with the Educator any
specific goal(s) for the observation. The observation shall be at least thirty
minutes in duration or up to one class period.

ii. Within 5
school days of the scheduled observation, the Evaluator and Educator shall meet
for a pre-observation conference. In lieu of a meeting, the Educator may inform
the Evaluator in writing of the nature of the lesson, the student population
served, and any other information that will assist the Evaluator to assess the
performance.

iii. The Educator
shall provide the Evaluator a draft of the lesson, student conference, IEP
plan, or activity. If the actual plan is different, the Educator will provide
the Evaluator with a copy prior to the observation.

iv. The Educator
will be notified as soon as possible if the Evaluator will not be able to
attend the scheduled observation. The observation will be rescheduled with the
Educator as soon as reasonably practical.

v. The Evaluator
shall provide the Educator with written feedback within 5 school days of the
observation. For any standard where the Educator's practice was found to be
unsatisfactory or needs improvement, the feedback must:

■ Describe
the basis for the Evaluator's judgment.

■ Describe
actions the Educator should take to improve his/her performance.

■ Identify
support and/or resources the Educator may use in his/her improvement.

■ State
that the Educator is responsible for addressing the need for improvement.

vi. Within 5
school days of the receipt of the written feedback, the Evaluator and Educator
shall meet for a post-observation conference. This timeframe may be extended
due to unavailability on the part of either the Evaluator or the Educator, but
shall be rescheduled within 24 hours, if possible.

C. Walkthroughs

Walkthroughs,
Learning Walks, Instructional Rounds, and other like procedures by another name
(herein called "walkthroughs") are intended to gauge the overall climate,
culture, and instruction within a school, program, or department, and entail
walking into multiple classrooms, usually for less than five (5) minutes each.
Observations from walkthroughs summarize the aggregate climate, culture, and
instruction, rather than comment on individual
teachers, and are used to talk about observed patterns and trends across
classrooms. Walkthroughs are not observations for the sake of this evaluation
system. However, Educators will expect to receive feedback verbally regarding
any issues or concerns observed.

A. A specific
purpose for evaluation is to promote student learning, growth, and achievement
by providing Educators with feedback for improvement. Evaluators are expected to
give targeted constructive feedback to Educators based on their observations of
practice, examination of artifacts, and analysis of multiple measures of
student learning, growth, and achievement in relation to the Standards and
Indicators of Effective Teaching Practice.

B. Formative
Assessment may be ongoing throughout the evaluation cycle but typically takes
place mid-cycle when a Formative Assessment Report is completed. For an
Educator on a two-year Self-Directed Growth Plan, the mid-cycle Formative Assessment
Report is replaced by the Formative Evaluation Report at the end of year one.
See section 13, below.

C. The Formative
Assessment Report provides written feedback and ratings to the Educator about
his/her progress towards attaining the goals set forth in the Educator Plan,
performance on Performance Standards and overall, or both

D. No less than
two weeks before the due date for the Formative Assessment Report, which due
date shall be collaboratively agreed upon by the Educator and the Evaluator, the
Educator shall provide to the Evaluator evidence of family outreach and
engagement, fulfillment of professional responsibility and growth, and progress
on attaining professional practice and student learning goals. The Educator may
provide to the Evaluator additional evidence of the Educator's performances
against the four Performance Standards.

E. Upon the
request of either the Evaluator or the Educator, the Evaluator and the Educator
will meet either before or after completion of the Formative Assessment Report.

F. The Evaluator
shall complete the Formative Assessment Report and provide a copy to the
Educator. All Formative Assessment Reports must be signed by the Evaluator and
delivered face-to-face or delivered to the Educator's school mailbox.

G. The Educator
shall sign the Formative Assessment Report within 5 school days of receiving
the report. The signature indicates that the Educator received the Formative
Assessment Report in a timely fashion. The signature does not indicate
agreement or disagreement with its contents.

H. The Educator
may reply in writing to the Formative Assessment Report within 10 school days
of receiving the report. The Educator's reply shall be attached to the report.

A. Educators on
two-year Self-Directed Growth Plans receive a Formative Evaluation Report no
later than May 15th of year one of the two-year cycle. The Educator's
performance rating for that year shall be assumed to be the same as the
previous summative rating unless evidence demonstrates a significant change in
performance, in which case the rating on the performance standards may change,
and the Evaluator may place the Educator on a different Educator Plan
appropriate to the new rating.

B. The Formative
Evaluation Report provides written feedback and ratings to the Educator about
his/her progress towards attaining the goals set forth in the Educator Plan,
performance on each performance standard and overall, or both.

C. Four weeks
prior to a mutually agreed upon date of the Formative Evaluation Report,
Educators shall provide to the Evaluator evidence of family outreach and
engagement, fulfillment of professional responsibility and growth, and progress
on attaining professional practice and student learning goals. The Educator may
also provide to the Evaluator additional evidence of the Educator's performance
against the four Performance Standards.

D. The Evaluator
shall complete the Formative Evaluation Report and provide a copy to the
Educator. All Formative Evaluation Reports must be signed by the Evaluator and
delivered face-to-face or by delivery to the Educator's school mailbox.

E. Upon the
request of either the Evaluator or the Educator, the Evaluator and the Educator
will meet before and/or after completion of the Formative Evaluation Report.

F. The Educator
shall sign the Formative Evaluation Report within 5 school days of receiving
the report. The signature indicates that the Educator received the Formative
Evaluation Report in a timely fashion. The signature does not indicate
agreement or disagreement with its contents.

G. The Educator
may reply in writing to the Formative Evaluation Report within 10 school days
of receiving the report. The Educator's reply shall be attached to the report.

A. The evaluation
cycle concludes with a Summative Evaluation Report. For Educators on a one or
two-year Educator Plan, the Summative Evaluation Report must be written and
provided to the Educator by May 15th.

B. The Evaluator
determines a rating on each standard and an overall rating based on the
Evaluator's professional judgment, an examination of evidence against the
Performance Standards, and evidence of the attainment of the Educator Plan
goals.

C. The Evaluator
shall determine the summative rating that the Educator receives. For an
Educator whose overall performance rating is exemplary or proficient and whose
impact on student learning is low, the Evaluator's supervisor shall discuss and
review the rating with the Evaluator and the supervisor shall confirm or revise
the Educator's rating.

D. The summative
evaluation rating must be based on evidence from multiple categories of
evidence. MCAS Growth scores shall not be the sole basis for a summative
evaluation rating.

E. To be rated
proficient overall, the Educator shall, at a minimum, have been rated
proficient on the Curriculum, Planning, and Assessment and the Teaching All
Students Standards of Effective Teaching Practice.

F. The Educator
will provide to the Evaluator evidence of family outreach and engagement,
fulfillment of professional responsibility and growth, and progress on
attaining professional practice and student learning goals. The Educator may
also provide to the Evaluator additional evidence of the Educator's performance
against the four Performance Standards.

G. The Summative
Evaluation Report should recognize areas of strength as well as identify
recommendations for professional growth.

H. The Evaluator
shall deliver a signed copy of the Summative Evaluation Report to the Educator
face to face or to the Educator's School mailbox no later than May 15th.

I. The Evaluator
shall meet with the Educator rated needs improvement or unsatisfactory to discuss
the summative evaluation. The meeting shall occur by June 1st.

J. The Evaluator
shall meet with the Educator rated proficient or exemplary to discuss the
summative evaluation, if either the Educator or the Evaluator requests such a
meeting. The meeting shall occur by June 10th.

K. Upon mutual
agreement, the Educator and the Evaluator may develop the Self-Directed Growth
Plan for the following two years during the meeting on the Summative Evaluation
Report.

L. The Educator
shall sign the final Summative Evaluation Report by June 15th. The signature
indicates that the Educator received the Summative Evaluation Report in a
timely fashion. The signature does not indicate agreement or disagreement with
its contents.

M. The Educator
shall have the right to respond in writing to the summative evaluation which
shall become part of the final Summative Evaluation Report.

N. A copy of the
signed final Summative Evaluation Report shall be filed in the Educator's
personnel file.

A. Educator Plans
shall be designed to provide Educators with feedback for improvement,
professional growth, and leadership to ensure Educator effectiveness and
overall system accountability. The Plan must be aligned to the standards and
indicators and be consistent with district and school goals.

B. The Educator
Plan shall include, but is not limited to:

i. At least one
goal related to improvement of practice tied to one or more Performance
Standards.

ii. At least one
goal for the improvement the learning, growth, and achievement of the students
under the Educator's responsibility.

iii. An outline of
actions the Educator must take to attain the goals that include specified
professional development and learning activities that the Educator will
participate in as a means of obtaining the goals, as well as other support that
may be suggested by the Evaluator or provided by the school or district.
Examples may include, but are not limited to, coursework, self-study, action
research, curriculum development, study groups with peers, and implementing new
programs.

C. It is the
Educator's responsibility to attain the goals in the Plan and to participate in
any trainings and professional development provided through the state,
district, or other providers in accordance with the Educator Plan. Educators
will not be required to pay for any of these programs.

A. A Two-year
Self-Directed Growth Plan is for those Educators with PTS who have an overall
rating of proficient or exemplary, and after 2013-2014 whose impact on student
learning is moderate or high, when available. A Formative Evaluation Report is
completed at the end of year one and a Summative Evaluation Report at the end
of year two.

B. A One-year
Self-Directed Growth Plan is for those Educators with PTS who have an overall
rating of proficient or exemplary, and after 2013-2014 whose impact on student
learning is low, when available. In this case, the Evaluator and Educator shall
analyze the discrepancy between the summative evaluation rating and the rating
for impact on student learning to seek to determine the cause(s) of the discrepancy.

A. A Directed
Growth Plan is for those Educators with PTS whose overall rating is needs
improvement.

B. The goals in
the Plan must address areas identified as needing improvement as determined by
the Evaluator. The Educator shall have the chance to have input into the goals.

C. The Evaluator
shall complete a summative evaluation for the Educator at the end of the period
determined by the Plan, but at least annually, and in no case later than May
15th.

D. For an Educator
on a Directed Growth Plan whose overall summative performance rating is at
least proficient, the Evaluator will place the Educator on a Self-Directed
Growth Plan for the next Evaluation Cycle.

E. For an
Educator on a Directed Growth Plan whose overall summative performance rating
is not at least proficient, the Evaluator will rate the Educator as
unsatisfactory and will place the Educator on an Improvement Plan for the next
Evaluation Cycle. The Educator has the option to request a Support Team in
writing to the Evaluator.

A. An Improvement
Plan is for those Educators with PTS whose overall rating is unsatisfactory.
The parties agree that in order to provide students with the best instruction,
it may be necessary from time to time to place an Educator whose practice has
been rated as unsatisfactory on an Improvement Plan of no fewer than 60 school
days and no more than one school year. The Evaluator must complete a summative
evaluation for the Educator at the end of the period determined by the
Evaluator for the Plan. In those cases where an Educator is rated
unsatisfactory near the close of a school year, the Educator may voluntarily
include activities during the summer preceding the next school year as part of
the plan. The Educator should have input into the contents of the plan although
the Evaluator has final approval of the plan.

B. An Educator on
an Improvement Plan shall be assigned an Evaluator (see definitions). The
Evaluator is responsible for providing the Educator with guidance and
assistance in accessing the resources and professional development outlined in
the Improvement Plan.

C. Support Team

An Educator placed
on an Improvement Plan as a result of an unsatisfactory overall rating may
formally ask his/her Evaluator, in writing, on the form attached to the IEA
Agreement as Appendix D 3, for the intervention of a Support Team. The
Evaluator, upon receipt of the teacher's written request, will then establish a
Support Team, subject to the terms and conditions hereinafter provided:

i. Agreement,
Consent, and Cooperation of the Educator with an Unsatisfactory overall rating

The ability of the
Support Team to fulfill its role will depend on many factors. Obviously, one
essential factor is the agreement, consent and cooperation of the Educator with
an unsatisfactory overall rating. The designation of the Support Team as
hereinafter provided, and its continued functioning, is predicated on such
agreement, consent, and cooperation. The Educator with an unsatisfactory
overall rating may at any time, by notice in writing to the Evaluator,
terminate the continued functioning of the Support Team.

ii. Support Team
Members

The Support Team
shall consist of the Educator's Evaluator and three colleagues of the Educator,
with the Educator selecting one colleague, the Association's Executive Board
selecting one colleague, and the Administration selecting one colleague. The
colleagues should be Educators in the school of the Educator with an
unsatisfactory overall rating, if possible, but in any event must be teachers
with professional status rated proficient or exemplary in the Georgetown Public
Schools.

iii. Submission of
Information

The Educator
requesting Support Team intervention shall provide the Support Team, or
authorize his/her Evaluator to provide the Support Team, with copies of the
relevant documentation placing the Educator on an Improvement Plan as a result
of an unsatisfactory overall rating, and such other information which the
Support Team deems relevant.

iv. Role of
Support Team

a. The Support
Team shall review the performance issues and suggest alternatives to address
the performance problems, i.e., enlist outside support on the Educator's
behalf; participation in professional development activities; course work;
third party evaluation; release time opportunities to visit other classrooms;
increase in tuition reimbursement opportunities; peer coaching; other growth
activities, etc. The aforementioned are set forth as possibilities, not
mandates, and are not exhaustive.

b. The Support
Team may expend up to a total of $1,000 in implementing its suggestions to
address the performance problems. Any expenditure in excess of $1,000 (total)
shall require the advance written approval of the Superintendent.

c. Support Team
members who are colleagues and rated proficient or advanced will receive $500
stipend each.

d. The Support
Team shall: work with the Educator; monitor the progress of the teacher; make
recommendations with regard to the performance problems and their solutions;
and, at the conclusion of an appropriate time period, submit their findings
with regard to the alleviation of the Educator's performance problems.

D. The Improvement
Plan shall define the problem(s) of practice identified through the observations
and evaluation and detail the improvement goals to be met, the activities the
Educator must take to improve, and the assistance to be provided to the
Educator by the district.

E. The
Improvement Plan process shall include:

i. Within ten school
days of notification to the Educator that the Educator is being placed on an
Improvement Plan, the Evaluator shall schedule a meeting with the Educator to
discuss the Improvement Plan. The Evaluator will develop the Improvement Plan,
which will include the provision of specific assistance to the Educator.

ii. The Educator
may request that a representative of the Association attend the meeting(s).

iii. If the
Educator consents, the Association will be informed that an Educator has been
placed on an Improvement Plan.

ii. Describe
the activities and work products the Educator must complete as a means of
improving performance.

iii. Describe
the assistance/resources, be it financial or otherwise, that the district will
make available to the Educator.

iv. Articulate
the measurable outcomes that will be accepted as evidence of improvement.

Detail the timeline
for completion of each component of the Plan, including at a minimum a
mid-cycle Formative Assessment Report of the relevant standard(s) and
indicator(s).

Identify the
individuals assigned to assist the Educator, which must include minimally the
Evaluator and may include Support Team members.

Include the
signatures of the Educator and Evaluator.

A
copy of the signed Plan shall be provided to the Educator. The Educator's
signature indicates that the Educator received the Improvement Plan in a timely
fashion. The signature does not indicate agreement or disagreement with its
contents.

Decision
on the Educator's status at the conclusion of the Improvement Plan:

i. All
determinations below must be made no later than June 1st. One of three
decisions must be made at the conclusion of the Improvement Plan:

If
the Evaluator determines that the Educator has improved his/her practice to the
level of proficiency, the Educator will be placed on a Self-Directed Growth Plan.

If the Evaluator
determines that the Educator is making substantial progress toward proficiency,
the Evaluator shall place the Educator on a Directed Growth Plan.

If the Evaluator
determines that the Educator is not making substantial progress toward proficiency,
the Evaluator shall recommend to the superintendent that the Educator be
dismissed.

If
the Evaluator determines that the Educator's practice remains at the level of
unsatisfactory, the Evaluator shall recommend to the superintendent that the
Educator be dismissed.

In order to attain
Professional Teacher Status, the Educator should achieve ratings of proficient
or exemplary on each Performance Standard and the overall rating. A principal
considering making an employment decision that would lead to PTS for any
Educator who has not been rated proficient or exemplary on each performance
standard and the overall rating on the most recent evaluation shall confer with
the superintendent by May 15th. The principal's decision is subject to review
and approval by the superintendent.

ESE will provide
model contract language and guidance on rating Educator impact on student
learning growth based on state and district-determined measures of student
learning. Upon receiving this model contract language and guidance, the parties
agree to bargain with respect to this matter.

ESE
will provide model contract language, direction, and guidance on using student
feedback in Educator Evaluation by June 30, 2013. Upon receiving this model
contract language, direction, and guidance, the parties agree to bargain with
respect to this matter.

ESE will provide
model contract language, direction, and guidance on using staff feedback in
Administrator Evaluation by June 30, 2013. Upon receiving this model contract
language, direction, and guidance, the parties agree to bargain with respect to
this matter.

In terms of
determining who will be on-cycle during the first year of implementation, the
following matrix will be used in order that approximately 50% of the staff will
be on-cycle:

A. Non-PTS

B. Faculty who were
not on the most recent evaluation cycle (evaluation system for 2012­2013)

In 2013-2014,
Educators on cycle will be placed on a one year Self Directed Plan. They must
write SMART Goals and complete an Educator Plan which will be approved by their
Evaluator. A summative evaluation will be completed at the end of the 2013-2014
school year.

Off cycle Educators
will be placed on a two year Self Directed Plan. They will write SMART Goals
and complete an Educator Plan that will be approved by the Evaluator. A
Formative Evaluation Report will be completed at the end of the 2013-2014
school year.

During the 2013-2014
school year, the focus of the evaluation process will be on writing SMART Goals
and Educator Plans and observing and evaluating Standards 1: Curriculum,
Planning and Assessment and Standard 2: Teaching All Students. Educators will
be encouraged to collect and present artifacts and evidence for Standard 3:
Family and Community Engagement and Standard 4: Professional Culture to their
Evaluator. These two standards will not be rated in the 2013-2014 school year.

No Educator with
Professional Teacher Status will be rated Unsatisfactory and no Educator will
be placed on an Improvement Plan for 2014-2015.

A. Only building
or district administrators who are appropriately licensed and designated by the
superintendent shall have responsibility for observation and evaluation.

i. Department
Heads at the Middle/High School will be part of the evaluation process by
conducting observations and contributing to the summative evaluation

B. Evaluators
shall not make negative comments about the Educator's performance, or comments
of a negative evaluative nature, in the presence of students, parents, or other
staff, except in the unusual circumstance where the Evaluator concludes that
she/he must immediately and directly intervene. Nothing in this paragraph is
intended to limit an administrator's ability to investigate a complaint or
secure assistance to support an Educator.

C. The
superintendent shall insure that Evaluators have training in supervision and
evaluation, including the regulations and Standards and Indicators of Effective
Teaching Practice promulgated by ESE (35.03) and the evaluation Standards and
Procedures established in this Agreement.

D. Should there
be a serious disagreement between the Educator and the Evaluator regarding an
overall summative performance rating of unsatisfactory, the Educator may meet
with the Evaluator's supervisor to discuss the disagreement. Should the
Educator request such a meeting, the Evaluator's supervisor must meet with the
Educator. Union representation upon request shall be allowed to attend the
meeting to ensure due process of the Educator. The Evaluator may attend any
such meeting at the discretion of the superintendent.

E. Violations of
this article are subject to the grievance and arbitration procedures.

F. If the
matter reaches the arbitration level, the parties agree that there may be
different levels of violations of the evaluation language. Both parties reserve
the right to argue the appropriate remedy for said violations before the
arbitrator.

G. The parties
agree to establish an Evaluation Implementation Advisory Committee which shall
review the pilot evaluation processes and procedures annually through the first
three years of implementation and recommend adjustments to the parties, as well
as discuss other parts of the evaluation process noted as needing further
negotiations. Recommendations from this team shall be forwarded to the parties
for further negotiations and ratification.

Statement of Grievance(description of what you are asserting
occurred) and Citation of the Provisions of the Contract: I am grieving
the Collective Bargaining Agreement, generally and specifically, including but
not limited to the following provisions of the Agreement:

Statement of Grievance(description of what you are asserting
occurred) and Citation of the Provisions of the Contract: I am grieving
the Collective Bargaining Agreement, generally and specifically, including but
not limited to the following provisions of the Agreement:

Statement
of Grievance(description of what you are asserting occurred) and Citation of
the Provisions of the Contract: I am grieving the Collective Bargaining
Agreement, generally and specifically, including but not limited to the
following provisions of the Agreement:

It is agreeable to the Georgetown Education Association
and the Georgetown School Committee, parties to the Collective Bargaining
Agreement dated______________________, to extend/waive the time limits of
Step/Level ____________ of Article III, The Grievance Procedure, in the matter
of the grievance known as ____________________________________________for the period
of time up to and including______________________(Date).